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Teaching through Text Reading and Writing in the Content Areas Plus NEW MyEducationLab with Pearson eText  -- Access Card,9780133017427
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Teaching through Text Reading and Writing in the Content Areas Plus NEW MyEducationLab with Pearson eText -- Access Card

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This is the 2nd edition with a publication date of 1/31/2013.
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Pre-service and in-service middle and secondary school teachers get a core set of instructional techniques in this evidence-based, practical resource designed to help them incorporate reading-related approaches into their classroom. The approaches are easy to follow, practical, effective, feature a strong empirical base and reflect the latest thinking in the field.

Author Biography

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

Disciplinary Literacy    

Teacher Resistance to Content Literacy

Content Literacy and the Common Core Standards        

Seeing Yourself as a Teacher  


Getting Involved          


2    Literacy Processes           


Reading and Writing as Language Processes   

The Reading Process  

The Writing Process    

Making Sense Out of Content   


Getting Involved          


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        


Getting Involved          


4    Teaching for Diversity      


Dimensions of Diversity           

Meeting the Challenge of Diversity       


Getting Involved          


Section 2: Prereading Strategies       


5    Building Prior Knowledge


Judging Whether Prior Knowledge Is Adequate 

Ways to Add and Activate Background Knowledge        


Getting Involved          


6    Introducing Technical Vocabulary


The Nature of Words    

The Myth That Words Teach Themselves        

Formal Definitions        

Feature Analysis          

Graphic Organizers      

Additional Methods       


Getting Involved          


Section 3: Strategies for Guided Reading       


7    Making Reading Purposeful         


Who Should Set Purposes for Reading?

Ways of Setting Purposes        

Varying and Combining Techniques     


Getting Involved          


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 


Getting Involved          


9    Providing Time to Read: When, Where, and How?          


Reading Assignments as Homework    

Structuring Units to Allow Reading in Class      

Major Lesson Formats 


Getting Involved          


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


Getting Involved          


11  Reinforcing and Extending Content Knowledge  


Drilling versus Extending         

Using Literacy to Reinforce and Extend

Reinforcing through Direct Instruction   


Getting Involved          


Section 5: More Ways to Facilitate Learning through Text    


12  Study Skills: Encouraging Independence in Content Literacy     


Responsibility for Teaching Study Skills           

Note Taking     

Review and Homework 

Test Taking     

Strategies for Independent Reading      


Getting Involved          


13  Student Attitudes: Encouraging Content Literacy           


Factors That Affect Motivation  

Assessing Reading Interests    

Promoting Content Literacy in Your Classroom 


Getting Involved          



Name Index     

Subject Index   

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