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Teaching Through Text : Reading and Writing in the Content Areas,9780132074728
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Teaching Through Text : Reading and Writing in the Content Areas

by ;
Edition:
1st
ISBN13:

9780132074728

ISBN10:
0132074729
Format:
Paperback
Pub. Date:
9/16/2008
Publisher(s):
Pearson
List Price: $78.40

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Summary

Teaching through Text: Reading and Writing in the Content Areasis evidence-based, designed to help middle and high school content teachers apply effective reading-related techniques for fostering comprehension of materials in their area. This book provides a core set of instructional techniques that are easy for teachers to implement and that do not encroach on the time spent learning content.

Author Biography

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia.  He has authored, coauthored, or edited 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include The Literacy Coach’s Handbook: A Guide to Research-Based Reform, Differentiated Reading Instruction: Strategies for the Primary Grades, and The Literacy Coaching Challenge, with Sharon Walpole. Other books include Assessment for Reading Instruction (with Steven Stahl), Help for Struggling Readers, Issues and Trends in Literacy Education, with Richard Robinson, among others.

 

Richard D. Robinson is Professor of Literacy Education at the University of Missouri—Columbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award.

Table of Contents

Prefacep. ix
Teaching and Learning Through Textp. 1
The Importance of Literacy in Content Areasp. 3
Objectivesp. 4
The Meaning of Literacyp. 4
Four Aspects of Literacyp. 5
The Implications of Content Literacyp. 7
Teacher Resistance to Content Literacyp. 9
Seeing Yourself as a Teacherp. 10
Summaryp. 12
Getting Involvedp. 13
Literacy Processesp. 14
Objectivesp. 15
Reading and Writing as Language Processesp. 15
The Reading Processp. 16
The Writing Processp. 21
Making Sense Out of Contentp. 23
Summaryp. 23
Getting Involvedp. 24
Getting to Know Your Students, Your Materials, and Your Teachingp. 26
Objectivesp. 27
Three Dimensions of Classroom Assessmentp. 27
What Is Reading Ability?p. 27
Levels of Reading Abilityp. 31
Reading Ability and Readabilityp. 32
Judging the Match Between Students and Materialsp. 32
Judging the Context of Instructionp. 36
Three Struggling Readersp. 39
Summaryp. 40
Getting Involvedp. 42
Teaching for Diversityp. 44
Objectivesp. 45
Dimensions of Diversityp. 46
Meeting the Challenge of Diversityp. 50
Summaryp. 55
Getting Involvedp. 55
Building Prior Knowledgep. 59
Objectivesp. 61
Judging Whether Prior Knowledge Is Adequatep. 61
Ways to Add and Activate Background Knowledgep. 65
Summaryp. 76
Getting Involvedp. 77
Introducing Technical Vocabularyp. 78
Objectivesp. 80
The Nature of Wordsp. 80
The Myth That Words Teach Themselvesp. 81
Formal Definitionsp. 82
Feature Analysisp. 82
Graphic Organizersp. 83
Additional Methodsp. 95
Summaryp. 97
Getting Involvedp. 97
Prereading Strategiesp. 57
Strategies For Guided Readingp. 99
Making Reading Purposefulp. 101
Objectivesp. 102
Who Should Set Purposes for Reading?p. 102
Ways of Setting Purposesp. 103
Varying and Combining Techniquesp. 115
Summaryp. 115
Getting Involvedp. 116
Reading Guidesp. 117
Objectivesp. 118
Advantages of a Written Guidep. 118
When Should Reading Guides Be Used?p. 119
Types of Guidesp. 120
Constructing a Reading Guidep. 127
Computerizing Reading Guides and Unitsp. 128
Using Reading Guidesp. 128
Summaryp. 130
Getting Involvedp. 131
Providing Time to Read: When, Where, and How?p. 132
Objectivesp. 133
Reading Assignments as Homeworkp. 133
Structuring Units to Allow Reading in Classp. 134
Major Lesson Formatsp. 136
Summaryp. 145
Getting Involvedp. 146
Postreading Strategiesp. 147
Reinforcing and Extending Content Knowledgep. 168
Objectivesp. 169
Drilling versus Extendingp. 169
Using Literacy to Reinforce and Extendp. 170
Reinforcing through Direct Instructionp. 186
Summaryp. 187
Getting Involvedp. 187
Effective Questioningp. 149
Objectivesp. 150
The Purposes of Discussionp. 150
Planning a Discussionp. 153
Conducting a Discussionp. 154
Alternatives to Teacher-Led Discussionsp. 160
Discussion and Recitation: A Second Lookp. 164
Discussion and Writingp. 164
Summaryp. 166
Getting Involvedp. 167
More Ways To Facilitate Learning Through Textp. 189
Study Skills: Encouraging Independence in Content Literacyp. 191
Objectivesp. 192
Responsibility for Teaching Study Skillsp. 192
Note Takingp. 194
Review and Homeworkp. 195
Test Takingp. 197
Strategies for Independent Readingp. 201
Summaryp. 203
Getting Involvedp. 204
Student Attitudes: Encouraging Content Literacyp. 205
Objectivesp. 206
Factors That Affect Motivationp. 206
Assessing Reading Interestsp. 209
Promoting Content Literacy in Your Classroomp. 211
Summaryp. 220
Getting Involvedp. 220
Referencesp. 223
Name Indexp. 241
Subject Indexp. 245
Table of Contents provided by Publisher. All Rights Reserved.


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