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Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.
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
Section 1: Teaching and Learning through Text
1 The Importance of Literacy in Content Areas
The Meaning of Literacy
Four Aspects of Literacy
The Implications of Content Literacy
Teacher Resistance to Content Literacy
Content Literacy and the Common Core Standards
Seeing Yourself as a Teacher
2 Literacy Processes
Reading and Writing as Language Processes
The Reading Process
The Writing Process
Making Sense Out of Content
3 Getting to Know Your Students, Your Materials, and Your Teaching
Three Dimensions of Classroom Assessment
What Is Reading Ability?
Levels of Reading Ability
Reading Ability and Readability
Judging the Match Between Students and Materials
Judging the Context of Instruction
Three Struggling Readers
4 Teaching for Diversity
Dimensions of Diversity
Meeting the Challenge of Diversity
Section 2: Prereading Strategies
5 Building Prior Knowledge
Judging Whether Prior Knowledge Is Adequate
Ways to Add and Activate Background Knowledge
6 Introducing Technical Vocabulary
The Nature of Words
The Myth That Words Teach Themselves
Section 3: Strategies for Guided Reading
7 Making Reading Purposeful
Who Should Set Purposes for Reading?
Ways of Setting Purposes
Varying and Combining Techniques
8 Reading Guides
Advantages of a Written Guide
When Should Reading Guides Be Used?
Types of Guides
Constructing a Reading Guide
Computerizing Reading Guides and Units
Using Reading Guides
9 Providing Time to Read: When, Where, and How?
Reading Assignments as Homework
Structuring Units to Allow Reading in Class
Major Lesson Formats
Section 4: Postreading Strategies
10 Questioning and Discussion
The Purposes of Discussion
Planning a Discussion
Conducting a Discussion
Alternatives to Teacher-Led Discussions
Discussion and Recitation: A Second Look
Discussion and Writing
11 Reinforcing and Extending Content Knowledge
Drilling versus Extending
Using Literacy to Reinforce and Extend
Reinforcing through Direct Instruction
Section 5: More Ways to Facilitate Learning through Text
12 Study Skills: Encouraging Independence in Content Literacy
Responsibility for Teaching Study Skills
Review and Homework
Strategies for Independent Reading
13 Student Attitudes: Encouraging Content Literacy
Factors That Affect Motivation
Assessing Reading Interests
Promoting Content Literacy in Your Classroom