Content Area Reading and Learning

Instructional Strategies
2. Auflage 2004
ISBN: 978-0-8058-5296-7
Verlag: Taylor & Francis

Buch, Englisch, 288 Seiten, Format (B × H): 127 mm x 216 mm

This text addresses instructional issues and provides classroom strategies that will enable all secondary teachers to effectively teach their students in ways that develop both content concepts and strategies for continued learning. The goal is to help content area specialists model, through excellent instruction, the importance of lifelong content area learning. Content Area Reading and Learning: Instructional Strategies, Second Edition:

*looks into the history of content area reading and provides insights into today's state-of-the-art perspectives;

*explains the need for content specialists to understand text-related strategies that will make their roles as teachers of a particular subject more effective, and elucidates the complexity of the structure of content area textbooks;

*illustrates the emotional, cognitive, and psychological development of the adolescent, emphasizing the ways in which adolescents learn;

*provides many examples and strategies for teaching all of the content areas, and discusses how to use literature to introduce and expand content area reading; how to integrate reading, writing, and thinking strategies throughout content area subjects; and how to use computers in content area classes; and

*addresses the curricular issues of classroom management, cooperative grouping, and assessment and presents examples of exemplary secondary classrooms and programs.


Pedagogical features: Content Area Reading and Learning: Instructional Strategies, Second Edition is a working textbook. It is designed to provide students maximum interaction with the information and strategies discussed in each chapter.

*Each chapter includes a Think Before Reading Activity, one or two Think While Reading Activities, and a Think After Reading Activity--all clearly marked to assist the teachers' and students' use of these activities as catalysts for thinking and discussions.The activities present questions and scenarios designed to integrate students' previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning. The many strategies and instructional ideas in each chapter often serve as a basis for the activities, frequently requiring students to use the strategies in their responses.

*A graphic organizer and chapter preview begin each chapter. The graphic organizers can be used by students as a framework around which to begin constructing knowledge on topics of literacy and learning across content areas.

Content Area Reading and Learning: Instructional Strategies, Second Edition is intended as a primary text for courses on content area literacy and learning.

Autoren/Hrsg.

Lapp, Diane

Flood, James

Farnan, Nancy

Fachgebiete

• Sozialwissenschaften Pädagogik Schulen, Schulleitung Weiterführende Schulen
• Geisteswissenschaften Sprachwissenschaft Alphabetisierung
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

Contents: Preface. Part I: Content Area Reading: An Overview. M.W. Olson, E.K. Dishner, Content Area Reading: A Historical Perspective. T.W. Bean, J.E. Readence, Content Area Reading: The Current State of the Art. Part II: The Teacher and the Text. D.L. Schallert, N.L. Roser, The Role of Textbooks and Trade Books in Content Area Instruction. E. Fry, Understanding the Readability of Content Area Texts. B.B. Armbruster, Considerate Texts. S. Simonsen, Identifying and Teaching Text Structures in Content Area Classrooms. Part III: The Students. N. Marshall, The Students: Who Are They and How Do I Reach Them? M.R. Ruddell, Engaging Students' Interest and Willing Participation in Subject Area Learning. C. Smith, Context for Secondary Reading Programs. E.W. Thonis, Students Acquiring English: Reading and Learning. Part IV: The Instructional Program. L.R. Roehler, The Content Area Teacher's Instructional Role: A Cognitive Mediational View. L. Mikulecky, Real-World Literacy Demands: How They've Changed and What Teachers Can Do. C.M. Santa, L. Havens, S. Harrison, Teaching Secondary Science Through Reading, Writing, Studying, and Problem Solving. C.W. Peters, Reading in Social Studies: Using Skills and Strategies in a Thoughtful Manner. N. Farnan, A. Romero, Understanding Literature: Reading in the English or Language Arts Classroom. J.F. Curry, The Role of Reading and Writing Instruction in Mathematics. L.M. Gentile, M.M. McMillan, Reading and Writing in Sports and Physical and Health Education. M.F. Graves, W.H. Slater, Vocabulary Instruction in Content Areas. D.M. Ogle, Study Techniques That Ensure Content Area Reading Success. D. Lapp, J. Flood, R.P. Hoffman, Using Concept Mapping as an Effective Strategy in Content Area Instruction. H.M. Anthony, T.E. Raphael, Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material. P.L. Anders, C.V. Lloyd, The Significance of Prior Knowledge in the Learning of New Content-Specific Ideas. J.F. O'Flahavan, R.J. Tierney, Moving Beyond Reading and Writing in the Content Areas to Discipline-Based Inquiry. Part V: Model Programs. R.T. Vacca, J.L. Vacca, N. Prosenjak, L. Burkey, Creating Response-Centered Learning Environments: Using Authentic Texts to Extend and Enrich the Curriculum. R.E. Slavin, A Cooperative Learning Approach to Content Area Teaching. R. Farr, R. Pritchard, Assessment in the Content Areas: Solving the Assessment Puzzle. J. Barton, Theory Becomes Practice: A Design for Content Area Lesson Planning. K.D. Wood, Preferred Instructional Practices in the Content Areas. D. Alvermann, Crossing Boundaries With Literate Actions: A Look Inside Successful Content Area Classrooms.