Teaching through Text: Reading and Writing in the Content Areas Plus NEW MyEducationLab with Pearson eText -- Access Card / Edition 2

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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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Pre-service and in-service middle and secondary school teachers get a core set of instructional techniques in this evidence-based, practical resource designed to help them incorporate reading-related approaches into their classroom. The approaches are easy to follow, practical, effective, feature a strong empirical base and reflect the latest thinking in the field.

0133017427 / 9780133017427 Teaching through Text: Reading and Writing in the Content Areas Plus NEW MyEducationLab with Pearson eText -- Access Card, 2/e

Package consists of:

0132685728 / 9780132685726 Teaching through Text: Reading and Writing in the Content Areas

0133007774 / 9780133007770 NEW MyEducationLab with Pearson eText -- Access Card, 2/e

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Product Details

  • ISBN-13: 9780133017427
  • Publisher: Pearson
  • Publication date: 2/14/2013
  • Edition description: New Edition
  • Edition number: 2
  • Pages: 264
  • Product dimensions: 8.40 (w) x 10.90 (h) x 0.60 (d)

Meet the Author

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia. He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.

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.

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Table of Contents

Preface

Section 1: Teaching and Learning through Text

1 The Importance of Literacy in Content Areas

Objectives

The Meaning of Literacy

Four Aspects of Literacy

The Implications of Content Literacy

Disciplinary Literacy

Teacher Resistance to Content Literacy

Content Literacy and the Common Core Standards

Seeing Yourself as a Teacher

Summary

Getting Involved

2 Literacy Processes

Objectives

Reading and Writing as Language Processes

The Reading Process

The Writing Process

Making Sense Out of Content

Summary

Getting Involved

3 Getting to Know Your Students, Your Materials, and Your Teaching

Objectives

Three Dimensions of Classroom Assessment

What Is Reading Ability?

Levels of Reading Ability

Reading Ability and Readability

Judging the Match Between Students and Materials

Judging the Context of Instruction

Three Struggling Readers

Summary

Getting Involved

4 Teaching for Diversity

Objectives

Dimensions of Diversity

Meeting the Challenge of Diversity

Summary

Getting Involved

Section 2: Prereading Strategies

5 Building Prior Knowledge

Objectives

Judging Whether Prior Knowledge Is Adequate

Ways to Add and Activate Background Knowledge

Summary

Getting Involved

6 Introducing Technical Vocabulary

Objectives

The Nature of Words

The Myth That Words Teach Themselves

Formal Definitions

Feature Analysis

Graphic Organizers

Additional Methods

Summary

Getting Involved

Section 3: Strategies for Guided Reading

7 Making Reading Purposeful

Objectives

Who Should Set Purposes for Reading?

Ways of Setting Purposes

Varying and Combining Techniques

Summary

Getting Involved

8 Reading Guides

Objectives

Advantages of a Written Guide

When Should Reading Guides Be Used?

Types of Guides

Constructing a Reading Guide

Computerizing Reading Guides and Units

Using Reading Guides

Summary

Getting Involved

9 Providing Time to Read: When, Where, and How?

Objectives

Reading Assignments as Homework

Structuring Units to Allow Reading in Class

Major Lesson Formats

Summary

Getting Involved

Section 4: Postreading Strategies

10 Questioning and Discussion

Objectives

The Purposes of Discussion

Planning a Discussion

Conducting a Discussion

Alternatives to Teacher-Led Discussions

Discussion and Recitation: A Second Look

Discussion and Writing

Summary

Getting Involved

11 Reinforcing and Extending Content Knowledge

Objectives

Drilling versus Extending

Using Literacy to Reinforce and Extend

Reinforcing through Direct Instruction

Summary

Getting Involved

Section 5: More Ways to Facilitate Learning through Text

12 Study Skills: Encouraging Independence in Content Literacy

Objectives

Responsibility for Teaching Study Skills

Note Taking

Review and Homework

Test Taking

Strategies for Independent Reading

Summary

Getting Involved

13 Student Attitudes: Encouraging Content Literacy

Objectives

Factors That Affect Motivation

Assessing Reading Interests

Promoting Content Literacy in Your Classroom

Summary

Getting Involved

References

Name Index

Subject Index

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