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Thomas G. Gunning has taught courses in methods of teaching reading and writing for more than 20 years and was director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, a reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers and writers. Dr. Gunning, who recently served as a Reading First consultant, is currently working with elementary and middle school students to help them develop higher level literacy skills, as well as serving as an adjunct professor in the Reading/Language Arts Department at Central Connecticut State University. Over the years, Dr. Gunning’s research has explored reading interests, informal reading inventories, decoding strategies, readability, higher-level literacy skills, and response to intervention. As a result of this research, he has created a number of informal assessments and programs for developing decoding and comprehension skills.
Chapter 1: Reading and Writing in the Content Areas: An Introduction
Chapter 2: The Nature and Assessment of Content Area Texts
Chapter 3: Building Content Area Vocabulary
Chapter 4: Comprehension: Processes and Strategies
Chapter 5: Reading to Learn Content
Chapter 6: Collaborative and Cooperative Approaches for Learning
Chapter 7: Study Skills and Strategies
Chapter 8: Writing to Learn
Chapter 9: Teaching Content Area Literacy to Diverse Learners
Chapter 10: Reading and Writing in Language Arts, Social Studies, Art, Music, and World Languages
Chapter 11: Reading and Writing in Science, Math, Technology, and Physical Education
Chapter 12: Using Technology, Trade Books, and Periodicals in the Content Areas
Chapter 13: Evaluating Progress in the Content Areas
Chapter 14: Creating an Effective Content Area Program
Appendix: Morphemic Elements for the Content Areas