Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms / Edition 6

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Overview

In an era of high accountability, the sixth edition of Content Area Reading and Literacy provides in-depth and integrated attention to the needs of students from diverse cultural and language backgrounds, especially the literacy needs of English learners.

A continuing best-seller, this well-respected text has been lauded for its scope of topics and examples, its research-based information, and its accessible writing style. This new edition also addresses new frameworks for reading and writing instruction, including a sociocultural perspective on teaching and learning and insights from the New Literacies.

Exciting changes in this edition include:

  • Anticipation Guides at the beginning of each chapter provide a venue for pre-reading discussion, either in class or online.
  • A Literacy Coaches’ Corner box has been added to each chapter discussing issues related to working effectively with literacy coaches.
  • Includes more classroom-tested and research-based teaching and learning strategies to use across the curriculum throughout the text.
  • Focuses on the key differences among the disciplines with respect to vocabulary and comprehension.
  • Provides a new overview of literacy-related difficulties encountered in different content areas, such as:
    • English/Language arts--problems are often related to the broad range of genres students must read, such as poetry, short stories, novels, literature, mysteries, or historical fiction.
    • Science and math--the density of the text can be problematic and students may have to handle several different text structures and content structures.
    • Social studies--information can often be categorized as related to people, places, or events.
  • Takes into account the new 21st century literacies and the disciplinary literacies associated with vocabulary development and comprehension, particularly those known to cause difficulty in the different subject areas.
  • Includes strategies for comprehending online.
  • Emphasizes differentiated writing for different disciplines.
  • A MyEducationLab interactive website (www.myeducationlab.com) created specifically to accompany this edition that includes videos, simulations, case studies, activities, practice tests, study plans, an e-book, and more to help prepare students for teaching careers.

    To order this book WITH MyEducationLab, use either ISBN:

    ISBN-13: 9780136101024

    ISBN-10: 013610102X

    To order this book WITHOUT MyEducationLab use either ISBN:

    ISBN-13: 9780137145522

    ISBN-10: 0137145527

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Product Details

  • ISBN-13: 9780137145522
  • Publisher: Pearson
  • Publication date: 3/6/2009
  • Series: MyEducationLab Series
  • Edition description: Older Edition
  • Edition number: 6
  • Pages: 496
  • Sales rank: 703,385
  • Product dimensions: 7.50 (w) x 9.20 (h) x 1.00 (d)

Meet the Author

Donna E. Alvermann is University of Georgia-appointed Distinguished Research Professor of Language and Literacy Education. Formerly a classroom teacher in Texas and New York, her research focuses on literacy instruction across the disciplines. Her co-authored/edited books include Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.); Bridging the Literacy Achievement Gap, Grades 4–12; and Adolescents and Literacies in a Digital World. Past President of the National Reading Conference (NRC), she serves on the Adolescent Literacy Advisory Group of the Alliance for Excellent Education. She was elected to the Reading Hall of Fame in 1999, and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, College Reading Association’s Laureate Award, and the American Reading Forum’s and NRC’s two service awards. In 2006, she was awarded the International Reading Association’s William S. Gray Citation of Merit.

Victoria Ridgeway Gillis graduated from North Georgia College with a BS in Biology and from Emory University with an MAT in Secondary Science Education. She taught science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina. In the early 1970s, she encountered the ideas and concepts in content area reading and tried them in her classroom. Her success in using those strategies led her to return to graduate school after 20 years in the classroom to complete her Ph.D. at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years. She is currently Professor and Wyoming Excellence Chair in Literacy Education in the College of Education at the University of Wyoming.

Stephen Phelps is professor emeritus of Elementary Education and Reading at Buffalo State College. In his 30 years at Buffalo State, he taught a wide range of literacy methods courses at the undergraduate and graduate levels and was coordinator of the graduate literacy specialist program. His research interests include the preparation of teachers to work in urban schools and sociocultural influences on literacy acquisition and achievement.

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Table of Contents

Chapter 1. Content Literacy and the Reading Process

Chapter 2. Language, Diversity, and Culture

Chapter 3. Creating a Favorable Learning Environment

Chapter 4. Planning for Content Literacy

Chapter 5. Assessment of Students and Textbooks

Chapter 6. Preparing to Read

Chapter 7. Reading to Learn

Chapter 8. Increasing Vocabulary and Conceptual Growth

Chapter 9. Reflecting on Reading

Chapter 10. Writing Across the Curriculum

Chapter 11. Studying and Study Strategies

Chapter 12. Developing Lifetime Readers: Literature in Content Area Classes

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