Content Area Reading : Literacy and Learning Across the Curriculum

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  • Edition: 8th
  • Format: Hardcover
  • Copyright: 2005-01-01
  • Publisher: Allyn & Bacon
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This book is focused on the exploration of content literacy -- the ability to use reading, writing, talking and listening processes to learn subject matter across the curriculum. The new organization of the Sixth Edition reflects a more integrative approach. More classroom examples are provided, as well as a new chapter on technology. An extensively revised chapter on classroom diversity includes instructional strategies for second-language learners and low-achieving learners.

Table of Contents

Reading Matters
Organizing Principle
Chapter Overview
Frame of Mind
Content Knowledge and Teacher Quality
Content Knowledge vs. Pedagogical Knowledge
Balancing Content and Pedagogical Knowledge in Content Area Classrooms
Teaching and Learning with Texts
Beyond Assigning and Telling
Content Literacy and Learning
Reading to Learn
Reading as a Meaning-Making Process
Reading as a Strategic Process
Text Comprehension in Content Areas
Developing Research-Based Comprehension Strategies
Prior Knowledge and Comprehension: A Closer Look
Reader Response
Levels of Comprehension
Questions and Questioning
The Literacy Coachs Role and Responsibilities
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Learners and Texts
From Struggling Readers to Striving Readers
Organizing Principle
Chapter Overview
Frame of Mind
The Consequences of Struggling with Texts
what about English Language Learners?
Low Achievement
Learned Helplessness
Scaffolding Instruction
The Literacy Coach and Struggling Readers
A Crisis in Adolescent Literacy
The Push for Striving Readers in Middle and High Schools
Box 2.3
Explicit Instruction in the Use of Strategies
Metacognition and Learning
Strategy Instruction
what about Content Standards and Assessment?
Strategic Reading
Using Think-Alouds to Model Comprehension Strategies
Using Reciprocal Teaching to Model Comprehension Strategies
Using QuestionAnswer Relationships (QARs) to Model Comprehension Strategies
Research-Based Best Practices
Questioning the Author (QtA)
Research-Based Best Practices
Directed Reading-Thinking Activity (DR-TA)
Research-Based Best Practices
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Culturally and Linguistically Diverse Learners
Organizing Principle
Chapter Overview
Frame of Mind
Culturally Responsive Instruction in Todays Schools
what about Content Standards and Assessment?
From Monocultural to Multicultural Classrooms
Box 3.2
Ways of Knowing
Funds of Knowledge
Characteristics of Culturally Responsive Instruction
Box 3.3
Box 3.4
Linguistic Differences in Todays Schools
Dialect Use in the Classroom
English Learners
Box 3.5
Sheltered Instruction for English Learners
The SIOP Model
Box 3.6
Looking Back, Looking Forward
Minds On
Hands On
eResources extra
Assessing Students and Texts
Organizing Principle
Chapter Overview
Frame of Mind
High-Stakes Testing and Authentic Approaches to Assessment
High-Stakes Testing: Some Issues and Concerns
Federal Legislation
State Standards and Accountability
State Assessment Numbers at a Glance
The Literacy Coach and Assessment
Standardized Testing: What Teachers Need to Know
Authentic Assessment: The Teachers Role
Adapting Portfolios to Content Area Classes
box 4.3
Checklists and Interviews
Table of Contents provided by Publisher. All Rights Reserved.

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