Content Area Reading : Literacy and Learning Across the Curriculum

by Vacca, Richard T.; Vacca, Jo Anne L.

• ISBN13: 9780205532155
• ISBN10: 0205532152
• Edition: 9th
• Format: Hardcover
• Copyright: 2008-01-01
• Publisher: Allyn & Bacon

Summary

With the underlying belief that students learn with texts, not necessarily from them, this respected text is designed to be an active learning tool, complete with real-world examples and research-based practices.Reading, writing, speaking, and listening processes to learn subject matter across the curriculum.Content Area Reading.

Table of Contents

Preface

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

Rubrics

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