Content Literacy and Affective Learning

                How important is the affective domain really in education? Do students genuinely need to be excited in class? Does it really matter, academically, if they believe in themselves? Or is it enough to simply be told what needs to be done and how to get there? The focus of national standards and every educational reform focuses on the cognitive domain, although research has shown that the affective variables are critical in students’ learning.  

                                Richardson, Morgan, and Fleener (2012, p. 30) reference a study by Van Halkenburg and Holden to demonstrate exactly how important the affective domain is.  This student indicates that it is a 1 to 1 relationship and that, “every cognitive approach is concerned as much with affection as cognition (p. 30).” Attitude, motivation, and conation are the three most important affective factors in student learning. The students first must want to learn. He or she needs to feel like the classroom is welcoming and accepting, while offering learning opportunities that are enjoyable and rewarding. Finally, the student needs to have a sense of determination to learn. This is more than simply wanting to learn, but putting forth the effort and not giving up until a goal has been achieved. All of these things can be addressed and fostered by the teacher. Study guides, reading selection, and homework assignments can all be designed with these factors in mind.

                The affective domain plays directly into content literacy instruction. A focus on content literacy, while important for student learning, is also a way to motivate students. With this type of instruction, students are building skills in reading, writing, and communication without realizing it, because they are doing it within the context of other subjects. Students get frustrated when they are reading or writing for the sake of reading or writing. Vocabulary, comprehension, study strategies and writing are all referred to by Misilus (2009) as tools for developing literacy skills. Teacher can develop instruction around these tools in order to mold students into independent learners. Content literacy drives students toward critical thinking and a more thorough understanding of content.

                My concern is for the underachieving student. How do you motivate the consistent low performers to do well? Content literacy is important because of the way our neural pathways work. Content literacy helps to build literacy skills in all different subjects. If, however, the student does not have the basic literacy skills to even maintain average grades in English, they will be held back across all content areas. How do you foster a positive attitude in a child who is struggling in language arts and, as a result, struggles through every subject because reading and writing has become a focus in all content areas.