Reading to Learn in the Content Areas

✍ Scribed by Judy S. Richardson; Raymond F. Morgan; Charlene Fleener

• Publisher: Cengage Learning
• Year: 2012
• Tongue: English
• Leaves: 506
• Edition: 8
• Category: Library

✦ Synopsis

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The text explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. The text's reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make it one of the most popular and effective books on the market. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.

✦ Table of Contents

Contents
Preface
Ch 1: Content Teachers and Content Literacy
Voices from the Classroom
Preparing to Read
Objectives
What is the Role of Literacy in Content Classrooms?
The Importance of Structure through a Lesson Framework
PAR: A Lesson Framework for Instruction
Four Lessons of PAR Used in Teaching Content
The Organization of this Text
One-Minute Summary
End-of-Chapter Activities
Ch 2: Teaching in the Affective Domain
Voices from the Classroom
Preparing to Read
Objectives
Affect and Learning
Assessing Attitudes for Affective Teaching
Motivating Students to Learn
Conation as a Variable in Teaching Reading
Promoting Affect in Brain-Based Teaching
Challenge Box: JaNette, the At-Risk Student
Using the PAR Lesson Framework to Develop Lesson Plans
One-Minute Summary
End-of-Chapter Activities
Ch 3: Preparation for Learning
Voices from the Classroom: Middle School Class Problem
Preparing to Read
Objectives
The Importance of Determining Prior Knowledge
Challenge Box: Gustavo, the English as a Second Language Student
Schema Theory and Prior Knowledge
Preparing the Learner through Building on Prior Knowledge
One-Minute Summary
End-of-Chapter Activities
Ch 4: Assistance in Learning
Voices from the Classroom
Preparing to Read
Objectives
Providing Assistance in the Construction of Meaning
Improving Comprehension through the Use of Instructional Strategies
Constructivism and Reading
Comprehending Segments of Text
Assisting Students in Learning Text Structure
Improving Comprehension through Questions and Questioning
Strategy Repertoire
Challenge Box: Mark, Struggling Reader
One-Minute Summary
End-of-Chapter Activities
Ch 5: Learning through Reflection
Voices from the Classroom
Preparing to Read
Objectives
The Reflection Phase of Reading
Reflecting through Cooperative Learning
Strategies and Activities for Reflection in Reading
Challenge Box: Gustavo, English as a Second Language Student
One-Minute Summary
End-of-Chapter Activities
Ch 6: Moving beyond the Traditional Textbook and Transmission Methods
Voices from the Classroom
Preparing to Read
Objectives
Why Textbooks Cannot Stand Alone
Using Multiple Resources in Addition to Textbooks
Challenge Box: Mark, the Struggling Reader
Issues Related to Using Multiple Resources in the Classroom
Using Literature in the Content Classroom
Assessing the Readability of Textbooks and Resources
Assessing Students’ Ability to Use Books
Critical Literacy Applications for Multimodal Texts
Cooperative Learning beyond the Textbook
One-Minute Summary
End-of-Chapter Activities
Ch 7: Teaching Vocabulary
Voices from the Classroom
Preparing to Read
Objectives
Content-Specific Vocabulary and Academic Vocabulary
A Closer Look at Word Knowledge
Preventing Vocabulary and School Failure
Vocabulary Instruction for Children with Learning Disabilities
Teaching Vocabulary in Preparation for Reading
Teaching Vocabulary to Assist Students in their Reading
Teaching Vocabulary as a Reflection Activity
Challenge Box: Mark, the Struggling Reader
One-Minute Summary
End-of-Chapter Activities
Ch 8: Writing to Learn in the Content Areas
Voices from the Classroom
Preparing to Read
Objectives
The Importance of Writing
The Importance of the Reading–Writing Connection
Writing as a Product
Writing as a Process
Computers as Writing Tools
Writing and the PAR Framework
Writing for At-Risk and Struggling Readers
Challenge Box: Gustavo, the English as a Second Language Student
One-Minute Summary
End-of-Chapter Activities
Ch 9: Study Skills in the Electronic Age
Voices from the Classroom
Preparing to Read
Objectives
What are Study Skills?
A Brief History of Study Skills
Preparation for Study
Preparation Strategies and Activities
Assistance Strategies and Activities
Reflection Study Techniques
One-Minute Summary
End-of-Chapter Activities
Ch 10: Technology in Today’s Content Classrooms
Voices from the Classroom
Preparing to Read
Objectives
It’s a Flat World
A Brief Explanation of Digital Literacy
Standards
Advantages of Digital Literacy
Technology for Classroom Use
Challenge Box: Trinka, a Student with Learning Disabilities
Cautions about Digital Literacy
Technology in Your Classroom
One-Minute Summary
End-of-Chapter Activities
Ch 11: Supporting Diverse Learners in Content Classrooms
Voices from the Classroom
Preparing to Read
Objectives
Diverse Learners
Students with Special Needs
Issues in Special Education
At-Risk Students
Students from Low-Socioeconomic Environments
Students with Low Self-esteem
English as a Second Language Students
English Language Learners
Reading Instruction for Struggling Students
Teaching Diverse Learners in the Content Classroom
One-Minute Summary
End-of-Chapter Activities
Ch 12: Assessment and Evaluation Issues
Voices from the Classroom
Preparing to Read
Objectives
Teaching in an Age of Accountability
Key Concepts in Assessment and Evaluation
Evaluation in the Era of No Child Left Behind
Understanding High-Stakes Testing
What Educators Can Do in the Age of Accountability
Traditional Teacher Assessments
Nontraditional Ways to Assess
A Checklist for Designing a Test
Authentic Assessment
Challenge Box: Trinka, a Student with Learning Disabilities
One-Minute Summary
End-of-Chapter Activities
Appendix A Assessing Attitudes toward Reading
Appendix B Readability Information
References
Activity Contributors
Author Index
Subject Index