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

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.   Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase.   Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code.   Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase.   --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.