9780132074728

Teaching through Text: Reading and Writing in the Content Areasis evidence-based, designed to help middle and high school content teachers apply effective reading-related techniques for fostering comprehension of materials in their area. This book provides a core set of instructional techniques that are easy for teachers to implement and that do not encroach on the time spent learning content.

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 15 books and more than 100 articles, chapters, and technical reports on a range of literacy topics. His books include The Literacy Coach’s Handbook: A Guide to Research-Based Reform, Differentiated Reading Instruction: Strategies for the Primary Grades, and The Literacy Coaching Challenge, with Sharon Walpole. Other books include Assessment for Reading Instruction (with Steven Stahl), Help for Struggling Readers, Issues and Trends in Literacy Education, with Richard Robinson, among others.

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.

Preface	p. ix
Teaching and Learning Through Text	p. 1
The Importance of Literacy in Content Areas	p. 3
Objectives	p. 4
The Meaning of Literacy	p. 4
Four Aspects of Literacy	p. 5
The Implications of Content Literacy	p. 7
Teacher Resistance to Content Literacy	p. 9
Seeing Yourself as a Teacher	p. 10
Summary	p. 12
Getting Involved	p. 13
Literacy Processes	p. 14
Objectives	p. 15
Reading and Writing as Language Processes	p. 15
The Reading Process	p. 16
The Writing Process	p. 21
Making Sense Out of Content	p. 23
Summary	p. 23
Getting Involved	p. 24
Getting to Know Your Students, Your Materials, and Your Teaching	p. 26
Objectives	p. 27
Three Dimensions of Classroom Assessment	p. 27
What Is Reading Ability?	p. 27
Levels of Reading Ability	p. 31
Reading Ability and Readability	p. 32
Judging the Match Between Students and Materials	p. 32
Judging the Context of Instruction	p. 36
Three Struggling Readers	p. 39
Summary	p. 40
Getting Involved	p. 42
Teaching for Diversity	p. 44
Objectives	p. 45
Dimensions of Diversity	p. 46
Meeting the Challenge of Diversity	p. 50
Summary	p. 55
Getting Involved	p. 55
Building Prior Knowledge	p. 59
Objectives	p. 61
Judging Whether Prior Knowledge Is Adequate	p. 61
Ways to Add and Activate Background Knowledge	p. 65
Summary	p. 76
Getting Involved	p. 77
Introducing Technical Vocabulary	p. 78
Objectives	p. 80
The Nature of Words	p. 80
The Myth That Words Teach Themselves	p. 81
Formal Definitions	p. 82
Feature Analysis	p. 82
Graphic Organizers	p. 83
Additional Methods	p. 95
Summary	p. 97
Getting Involved	p. 97
Prereading Strategies	p. 57
Strategies For Guided Reading	p. 99
Making Reading Purposeful	p. 101
Objectives	p. 102
Who Should Set Purposes for Reading?	p. 102
Ways of Setting Purposes	p. 103
Varying and Combining Techniques	p. 115
Summary	p. 115
Getting Involved	p. 116
Reading Guides	p. 117
Objectives	p. 118
Advantages of a Written Guide	p. 118
When Should Reading Guides Be Used?	p. 119
Types of Guides	p. 120
Constructing a Reading Guide	p. 127
Computerizing Reading Guides and Units	p. 128
Using Reading Guides	p. 128
Summary	p. 130
Getting Involved	p. 131
Providing Time to Read: When, Where, and How?	p. 132
Objectives	p. 133
Reading Assignments as Homework	p. 133
Structuring Units to Allow Reading in Class	p. 134
Major Lesson Formats	p. 136
Summary	p. 145
Getting Involved	p. 146
Postreading Strategies	p. 147
Reinforcing and Extending Content Knowledge	p. 168
Objectives	p. 169
Drilling versus Extending	p. 169
Using Literacy to Reinforce and Extend	p. 170
Reinforcing through Direct Instruction	p. 186
Summary	p. 187
Getting Involved	p. 187
Effective Questioning	p. 149
Objectives	p. 150
The Purposes of Discussion	p. 150
Planning a Discussion	p. 153
Conducting a Discussion	p. 154
Alternatives to Teacher-Led Discussions	p. 160
Discussion and Recitation: A Second Look	p. 164
Discussion and Writing	p. 164
Summary	p. 166
Getting Involved	p. 167
More Ways To Facilitate Learning Through Text	p. 189
Study Skills: Encouraging Independence in Content Literacy	p. 191
Objectives	p. 192
Responsibility for Teaching Study Skills	p. 192
Note Taking	p. 194
Review and Homework	p. 195
Test Taking	p. 197
Strategies for Independent Reading	p. 201
Summary	p. 203
Getting Involved	p. 204
Student Attitudes: Encouraging Content Literacy	p. 205
Objectives	p. 206
Factors That Affect Motivation	p. 206
Assessing Reading Interests	p. 209
Promoting Content Literacy in Your Classroom	p. 211
Summary	p. 220
Getting Involved	p. 220
References	p. 223
Name Index	p. 241
Subject Index	p. 245
Table of Contents provided by Publisher. All Rights Reserved.

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Teaching Through Text : Reading and Writing in the Content Areas

Teaching Through Text : Reading and Writing in the Content Areas

0132074729

Summary

Author Biography

Table of Contents

Supplemental Materials