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.
Preface | p. ix |
Teaching and Learning Through Text | p. 1 |
The Importance of Literacy in Content Areas | p. 3 |
Objectives | p. 4 |
The Meaning of Literacy | p. 4 |
Four Aspects of Literacy | p. 5 |
The Implications of Content Literacy | p. 7 |
Teacher Resistance to Content Literacy | p. 9 |
Seeing Yourself as a Teacher | p. 10 |
Summary | p. 12 |
Getting Involved | p. 13 |
Literacy Processes | p. 14 |
Objectives | p. 15 |
Reading and Writing as Language Processes | p. 15 |
The Reading Process | p. 16 |
The Writing Process | p. 21 |
Making Sense Out of Content | p. 23 |
Summary | p. 23 |
Getting Involved | p. 24 |
Getting to Know Your Students, Your Materials, and Your Teaching | p. 26 |
Objectives | p. 27 |
Three Dimensions of Classroom Assessment | p. 27 |
What Is Reading Ability? | p. 27 |
Levels of Reading Ability | p. 31 |
Reading Ability and Readability | p. 32 |
Judging the Match Between Students and Materials | p. 32 |
Judging the Context of Instruction | p. 36 |
Three Struggling Readers | p. 39 |
Summary | p. 40 |
Getting Involved | p. 42 |
Teaching for Diversity | p. 44 |
Objectives | p. 45 |
Dimensions of Diversity | p. 46 |
Meeting the Challenge of Diversity | p. 50 |
Summary | p. 55 |
Getting Involved | p. 55 |
Building Prior Knowledge | p. 59 |
Objectives | p. 61 |
Judging Whether Prior Knowledge Is Adequate | p. 61 |
Ways to Add and Activate Background Knowledge | p. 65 |
Summary | p. 76 |
Getting Involved | p. 77 |
Introducing Technical Vocabulary | p. 78 |
Objectives | p. 80 |
The Nature of Words | p. 80 |
The Myth That Words Teach Themselves | p. 81 |
Formal Definitions | p. 82 |
Feature Analysis | p. 82 |
Graphic Organizers | p. 83 |
Additional Methods | p. 95 |
Summary | p. 97 |
Getting Involved | p. 97 |
Prereading Strategies | p. 57 |
Strategies For Guided Reading | p. 99 |
Making Reading Purposeful | p. 101 |
Objectives | p. 102 |
Who Should Set Purposes for Reading? | p. 102 |
Ways of Setting Purposes | p. 103 |
Varying and Combining Techniques | p. 115 |
Summary | p. 115 |
Getting Involved | p. 116 |
Reading Guides | p. 117 |
Objectives | p. 118 |
Advantages of a Written Guide | p. 118 |
When Should Reading Guides Be Used? | p. 119 |
Types of Guides | p. 120 |
Constructing a Reading Guide | p. 127 |
Computerizing Reading Guides and Units | p. 128 |
Using Reading Guides | p. 128 |
Summary | p. 130 |
Getting Involved | p. 131 |
Providing Time to Read: When, Where, and How? | p. 132 |
Objectives | p. 133 |
Reading Assignments as Homework | p. 133 |
Structuring Units to Allow Reading in Class | p. 134 |
Major Lesson Formats | p. 136 |
Summary | p. 145 |
Getting Involved | p. 146 |
Postreading Strategies | p. 147 |
Reinforcing and Extending Content Knowledge | p. 168 |
Objectives | p. 169 |
Drilling versus Extending | p. 169 |
Using Literacy to Reinforce and Extend | p. 170 |
Reinforcing through Direct Instruction | p. 186 |
Summary | p. 187 |
Getting Involved | p. 187 |
Effective Questioning | p. 149 |
Objectives | p. 150 |
The Purposes of Discussion | p. 150 |
Planning a Discussion | p. 153 |
Conducting a Discussion | p. 154 |
Alternatives to Teacher-Led Discussions | p. 160 |
Discussion and Recitation: A Second Look | p. 164 |
Discussion and Writing | p. 164 |
Summary | p. 166 |
Getting Involved | p. 167 |
More Ways To Facilitate Learning Through Text | p. 189 |
Study Skills: Encouraging Independence in Content Literacy | p. 191 |
Objectives | p. 192 |
Responsibility for Teaching Study Skills | p. 192 |
Note Taking | p. 194 |
Review and Homework | p. 195 |
Test Taking | p. 197 |
Strategies for Independent Reading | p. 201 |
Summary | p. 203 |
Getting Involved | p. 204 |
Student Attitudes: Encouraging Content Literacy | p. 205 |
Objectives | p. 206 |
Factors That Affect Motivation | p. 206 |
Assessing Reading Interests | p. 209 |
Promoting Content Literacy in Your Classroom | p. 211 |
Summary | p. 220 |
Getting Involved | p. 220 |
References | p. 223 |
Name Index | p. 241 |
Subject Index | p. 245 |
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