Meaning-Making

Being able to construct meaning from text is an essential skill. How do you support this skill when interacting with the text is a barrier for learners? Additionally, what considerations must be taken into account in specific content areas? For example, how might one “read like a scientist?”  Drawing from the UDL guidelines, we can design options to minimize barriers, hone in on meaning-making skills and strategies that are relevant across disciplines, and broaden our own definition of text.