Rent 9780757508172 | Content Area Literacy: An Integrated Approach

Table of Contents Author Biography

About the Authors	p. iii
Brief Contents	p. v
Preface	p. xi
Features of the Seventh Edition	p. xiii
Learning with Text and Technology	p. 1
Content Area Literacy: A Rationale	p. 2
What Is Content Area Literacy?	p. 4
Assumptions and Misconceptions	p. 4
Reexamining the Roles of Teachers and Texts	p. 6
Literacy in... MORE the New Millenium	p. 8
Knowledge Base of Content Area Literacy	p. 9
Subject Knowledge	p. 10
Literacy Strategies	p. 10
Social Context	p. 10
What Makes This Textbook Integrated?	p. 11
Strategy Implementation and Reality Checks	p. 14
Technology	p. 19
Technology: Imagining Our Future	p. 20
Introduction of Computers into the Classroom	p. 21
New Teaching Machines	p. 23
Computer Software	p. 23
Multimedia	p. 23
Smart Books	p. 24
Virtual Reality	p. 24
Internet	p. 25
Content Area Literacy Web Site	p. 26
The Dark Side of the Net	p. 26
Language, Culture, Diversity, and the Reading/Writing Process	p. 29
Language	p. 31
Second Language Strategies	p. 33
Culture	p. 34
Lesson Design	p. 35
Students with Disabilities	p. 39
Technology Aids	p. 39
Cognitive and Linguistic Factors in Text Comprehension	p. 40
Organization of Prior Knowledge in Memory	p. 40
Concept Learning in Content Areas	p. 42
Prior Knowledge of a Topic and Reader Interest	p. 43
Motivation to Learn with Content Texts	p. 44
Memory	p. 45
Language of Text	p. 47
Language of Students	p. 48
Reading/Writing Relationship	p. 49
The Classroom Social Context	p. 50
Selecting Textbooks and Multimedia Materials	p. 54
Politics and Textbooks	p. 55
Censorship	p. 57
Textbook Censorship	p. 58
Textbook Adoption Policies	p. 60
Readability	p. 61
Quantitative Factors in Readability Measurement	p. 62
Raygor Readability Estimate	p. 62
Qualitative Factors in Textbook Evaluation	p. 63
Textbook and Multimedia Evaluation Guidelines and Checklists	p. 67
Introducing the Textbook to Students	p. 67
Conducting a Preview of the Text	p. 70
Assessment	p. 77
Purposes for Assessment	p. 79
Program Evaluation	p. 79
Student Diagnosis	p. 80
Descriptive Terminology of Assessment	p. 80
Cautions Concerning Standardized Testing	p. 82
Content Reading Inventory	p. 85
Naturalistic Assessment	p. 90
Observation	p. 90
Interviews, Conversations, Journals, and Open-ended Surveys	p. 92
Portfolios	p. 93
Assessing Prior Knowledge	p. 94
Knowledge Rating	p. 94
Word Association	p. 95
Prediction Guide	p. 96
Teaching and Learning Strategies	p. 101
Unit and Lesson Planning	p. 102
Planning	p. 104
Developing Units and Lessons	p. 105
Planning Thematic Units and Lessons	p. 115
Accommodating Individual Differences in Planning	p. 117
A Definition	p. 118
Some Suggestions	p. 119
Literature	p. 125
Assessment of Reading Attitudes and Interests	p. 128
Attitudes	p. 128
Interests	p. 131
Young Adult Literature	p. 132
Multicultural Literature	p. 135
Using Trade Books	p. 137
Reading Aloud to Students	p. 138
Sustained Silent Reading (SSR)	p. 138
Literature Response Journals and Other Response Strategies	p. 140
Book Clubs	p. 142
Novel Journal	p. 142
Readers Theater	p. 143
Library Power	p. 143
Sources of Trade Books	p. 144
Vocabulary	p. 150
Words	p. 152
Vocabularies	p. 154
Decoding Unfamiliar Vocabulary	p. 154
Morphemic Analysis	p. 155
Context Clues	p. 156
External References	p. 157
A General Decoding Strategy for Textbooks	p. 159
Principles for Effective Vocabulary Instruction	p. 160
Be an Enthusiastic Model of Vocabulary Use	p. 160
Make Vocabulary Meaningful	p. 160
Reinforce Vocabulary	p. 161
Be Eclectic	p. 161
Teacher-Directed Strategies	p. 162
Contextual Redefinition	p. 162
Graphic Organizers	p. 163
Word Origins (Etymologies)	p. 165
Semantic Mapping	p. 168
Feature Analysis	p. 169
Clues and Questions	p. 171
Strategies for Vocabulary Independence	p. 172
Verbal and Visual Word Association	p. 172
Vocabulary Self-collection	p. 174
Word Map	p. 175
Toast	p. 175
Extension Activities	p. 177
Analogies	p. 177
Matching Definitions to Scrambled Words	p. 178
Hidden Word Puzzles	p. 178
Crossword Puzzles	p. 181
Comprehension: Principles and Integrated Approaches	p. 183
Principles of Comprehension	p. 185
Prior Knowledge	p. 185
Levels of Understanding	p. 186
Organization of Information	p. 189
Integrated Approaches	p. 193
K-W-L	p. 193
Inquiry Charts	p. 194
Listen-Read-Discuss	p. 197
Scaffolded Reading Experience	p. 198
Questioning the Author	p. 200
Critical Media Literacy	p. 201
Comprehension: Guiding Content Literacy	p. 204
Prereading Strategies	p. 206
Anticipation Guides	p. 206
Text Previews	p. 208
ReQuest	p. 212
Directed Reading-Thinking Activity	p. 215
Reading Strategies	p. 217
Study Guides	p. 217
Options Guides	p. 220
Analogical Guides	p. 222
Postreading Strategies	p. 225
Discussion Groups	p. 226
Reaction Guides	p. 228
Phony Document Strategy	p. 229
Polar Opposites	p. 230
Graphic Organizers	p. 232
Multiple Text Inquiry Discussion	p. 233
Writing	p. 237
Writing Process	p. 239
Composing and Transcribing	p. 240
Writing to Learn	p. 240
Journal Writing	p. 240
Quick Writes	p. 242
Possible Sentences	p. 243
Cubing	p. 245
Writing Roulette	p. 246
ReWrite	p. 248
Guided Writing Procedure	p. 251
Writing to Inform	p. 255
Autobiographies	p. 255
Biographies	p. 256
Research Papers	p. 257
I-Search Papers	p. 259
Imaginative Writing Assignments	p. 261
Responding to Writing	p. 262
Individual Conferences	p. 262
Self-evaluation	p. 263
Peer Evaluation	p. 264
Studying	p. 267
Principles of Effective Studying	p. 270
Attention	p. 270
Goal Orientation	p. 270
Organization	p. 271
Rehearsal	p. 271
Time on Task	p. 272
Depth of Processing	p. 272
Encoding Specificity	p. 272
Specific Strategies	p. 273
Listening and Taking Notes	p. 273
Metacognition	p. 277
Reading and Taking Notes	p. 280
Graphic Comprehension	p. 284
Test Preparation	p. 285
Porpe: An Essay Writing Strategy	p. 292
Glossary	p. 297
Bibliography	p. 305
How to Use the Content Area Literacy Digital Supplement CD-ROM	p. 325
Author Index	p. 331
Subject Index	p. 335
Table of Contents provided by Syndetics. All Rights Reserved.

John E. Readence is a professor in the College of Education at the University of Nevada, Las Vegas Thomas W. Bean is a professor of Reading/Literacy and Coordinator of Doctoral Studies in the Department of Curriculum and Instruction at the University of Nevada, Las Vegas R. Scott Baldwin is Dean of the School of Education at Edinboro University of Pennsylvania

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