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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.
0133017427 / 9780133017427 Teaching through Text: Reading and Writing in the Content Areas Plus NEW MyEducationLab with Pearson eText -- Access Card, 2/e
Package consists of:
0132685728 / 9780132685726 Teaching through Text: Reading and Writing in the Content Areas
0133007774 / 9780133007770 NEW MyEducationLab with Pearson eText -- Access Card, 2/e
Table of Contents:
Preface
Section 1: Teaching and Learning through Text
1 The Importance of Literacy in Content Areas
Objectives
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
Summary
Getting Involved
2 Literacy Processes
Objectives
Reading and Writing as Language Processes
The Reading Process
The Writing Process
Making Sense Out of Content
Summary
Getting Involved
3 Getting to Know Your Students, Your Materials, and Your Teaching
Objectives
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
Summary
Getting Involved
4 Teaching for Diversity
Objectives
Dimensions of Diversity
Meeting the Challenge of Diversity
Summary
Getting Involved
Section 2: Prereading Strategies
5 Building Prior Knowledge
Objectives
Judging Whether Prior Knowledge Is Adequate
Ways to Add and Activate Background Knowledge
Summary
Getting Involved
6 Introducing Technical Vocabulary
Objectives
The Nature of Words
The Myth That Words Teach Themselves
Formal Definitions
Feature Analysis
Graphic Organizers
Additional Methods
Summary
Getting Involved
Section 3: Strategies for Guided Reading
7 Making Reading Purposeful
Objectives
Who Should Set Purposes for Reading?
Ways of Setting Purposes
Varying and Combining Techniques
Summary
Getting Involved
8 Reading Guides
Objectives
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
Summary
Getting Involved
9 Providing Time to Read: When, Where, and How?
Objectives
Reading Assignments as Homework
Structuring Units to Allow Reading in Class
Major Lesson Formats
Summary
Getting Involved
Section 4: Postreading Strategies
10 Questioning and Discussion
Objectives
The Purposes of Discussion
Planning a Discussion
Conducting a Discussion
Alternatives to Teacher-Led Discussions
Discussion and Recitation: A Second Look
Discussion and Writing
Summary
Getting Involved
11 Reinforcing and Extending Content Knowledge
Objectives
Drilling versus Extending
Using Literacy to Reinforce and Extend
Reinforcing through Direct Instruction
Summary
Getting Involved
Section 5: More Ways to Facilitate Learning through Text
12 Study Skills: Encouraging Independence in Content Literacy
Objectives
Responsibility for Teaching Study Skills
Note Taking
Review and Homework
Test Taking
Strategies for Independent Reading
Summary
Getting Involved
13 Student Attitudes: Encouraging Content Literacy
Objectives
Factors That Affect Motivation
Assessing Reading Interests
Promoting Content Literacy in Your Classroom
Summary
Getting Involved
References
Name Index
Subject Index
About the Author :
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.
