Teaching through Text: Reading and Writing in the Content Areas / Edition 2

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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.

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Product Details

  • ISBN-13: 9780132685726
  • Publisher: Pearson
  • Publication date: 2/12/2013
  • Edition number: 2
  • Pages: 288
  • Sales rank: 158,307
  • Product dimensions: 8.40 (w) x 10.80 (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


Section 1: Teaching and Learning through Text

1 The Importance of Literacy in Content Areas


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


Getting Involved

2 Literacy Processes


Reading and Writing as Language Processes

The Reading Process

The Writing Process

Making Sense Out of Content


Getting Involved

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


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


Getting Involved

4 Teaching for Diversity


Dimensions of Diversity

Meeting the Challenge of Diversity


Getting Involved

Section 2: Prereading Strategies

5 Building Prior Knowledge


Judging Whether Prior Knowledge Is Adequate

Ways to Add and Activate Background Knowledge


Getting Involved

6 Introducing Technical Vocabulary


The Nature of Words

The Myth That Words Teach Themselves

Formal Definitions

Feature Analysis

Graphic Organizers

Additional Methods


Getting Involved

Section 3: Strategies for Guided Reading

7 Making Reading Purposeful


Who Should Set Purposes for Reading?

Ways of Setting Purposes

Varying and Combining Techniques


Getting Involved

8 Reading Guides


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


Getting Involved

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


Reading Assignments as Homework

Structuring Units to Allow Reading in Class

Major Lesson Formats


Getting Involved

Section 4: Postreading Strategies

10 Questioning and Discussion


The Purposes of Discussion

Planning a Discussion

Conducting a Discussion

Alternatives to Teacher-Led Discussions

Discussion and Recitation: A Second Look

Discussion and Writing


Getting Involved

11 Reinforcing and Extending Content Knowledge


Drilling versus Extending

Using Literacy to Reinforce and Extend

Reinforcing through Direct Instruction


Getting Involved

Section 5: More Ways to Facilitate Learning through Text

12 Study Skills: Encouraging Independence in Content Literacy


Responsibility for Teaching Study Skills

Note Taking

Review and Homework

Test Taking

Strategies for Independent Reading


Getting Involved

13 Student Attitudes: Encouraging Content Literacy


Factors That Affect Motivation

Assessing Reading Interests

Promoting Content Literacy in Your Classroom


Getting Involved


Name Index

Subject Index

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