NEW MyEducationLab with Pearson eText -- Standalone Access Card -- for Building Literacy in Secondary Content Area Classrooms / Edition 1

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Overview

ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products.

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Product Details

  • ISBN-13: 9780133040821
  • Publisher: Pearson
  • Publication date: 8/21/2012
  • Edition description: Student
  • Edition number: 1
  • Pages: 528
  • Product dimensions: 6.40 (w) x 8.90 (h) x 0.06 (d)

Meet the Author

Thomas G. Gunning has taught courses in methods of teaching reading and writing for more than 20 years and was director of the Reading Clinic at Southern Connecticut State University. Before that, as a secondary English teacher, a reading specialist, and an elementary school reading consultant, he worked extensively with achieving and struggling readers and writers. Dr. Gunning, who recently served as a Reading First consultant, is currently working with elementary and middle school students to help them develop higher level literacy skills, as well as serving as an adjunct professor in the Reading/Language Arts Department at Central Connecticut State University. Over the years, Dr. Gunning’s research has explored reading interests, informal reading inventories, decoding strategies, readability, higher-level literacy skills, and response to intervention. As a result of this research, he has created a number of informal assessments and programs for developing decoding and comprehension skills.

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Table of Contents

Chapter 1: Reading and Writing in the Content Areas: An Introduction

Chapter 2: The Nature and Assessment of Content Area Texts

Chapter 3: Building Content Area Vocabulary

Chapter 4: Comprehension: Processes and Strategies

Chapter 5: Reading to Learn Content

Chapter 6: Collaborative and Cooperative Approaches for Learning

Chapter 7: Study Skills and Strategies

Chapter 8: Writing to Learn

Chapter 9: Teaching Content Area Literacy to Diverse Learners

Chapter 10: Reading and Writing in Language Arts, Social Studies, Art, Music, and World Languages

Chapter 11: Reading and Writing in Science, Math, Technology, and Physical Education

Chapter 12: Using Technology, Trade Books, and Periodicals in the Content Areas

Chapter 13: Evaluating Progress in the Content Areas

Chapter 14: Creating an Effective Content Area Program

Appendix: Morphemic Elements for the Content Areas

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