9780133846546

TERM	PRICE	DUE
SEMESTER	$107.21	Aug 02

This title is only available as a loose-leaf version with Pearson eText.

A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts.

0133846547 / 9780133846546 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package

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0134228340 / 9780134228341 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText -- Access Card
013425645X / 9780134256450 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Loose-Leaf Version

Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming.

George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also workplace and other domains that matter to children. This work culminated in doctoral research at the University of Georgia completed in 2012. His role as literacy researcher and teacher educator has positioned him at Florida State University to develop opportunities for teachers to understand the role of literacy in their subject area goals.

Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people’s digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.); Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work and remixes online using a Creative Commons license.

Brief Table of Contents

Chapter 1 Content Literacy and the Reading Process - 1

Chapter 2 Creating Effective Learning Environments - 34

Chapter 3 Planning for Content Literacy - 58

Chapter 4 Assessment of Students and Textbooks - 89

Chapter 5 Preparing to Read - 123

Chapter 6 Reading to Learn - 143

Chapter 7 Increasing Vocabulary and Conceptual Growth - 177

Chapter 8 Reflecting on Reading and Learning - 215

Chapter 9 Teaching Writing - 239

Chapter 10 Writing to Learn - 254

Chapter 11 Writing to Inquire - 279

Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes – 296

Detailed Table of Contents

Preface xv

Chapter 1 Content Literacy and the Reading Process 1

Assumptions Underlying Content Teaching 4

Subject Matter 4

Role of the Textbook 5

Active and Independent Readers 6

Fluent Readers 8

Fluency with Information Technology 8

What It Means to Be Literate 9

Literate Thinking 10

Content Literacy 11

Disciplinary Literacy 12

The New Literacy Studies 19

The Reading Process 21

A Cognitive View 21

A Social Constructionist Perspective 26

The Role of Motivation 29

Summary 32

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Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package

Content Area Reading and Literacy Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package

0133846547

Summary

Author Biography

Table of Contents

Supplemental Materials