Content Area Reading and Learning: Instructional Strategies

Content Area Reading and Learning: Instructional Strategies

Content Area Reading and Learning: Instructional Strategies

Content Area Reading and Learning: Instructional Strategies

Synopsis

How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides a wealth of classroom strategies to help all middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. The goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter.

Content Area Reading and Learning: Instructional Strategies, Third Edition is organized around five themes:

  • Content Area Reading: An Overview
  • The Teacher and the Text
  • The Students
  • The Instructional Program
  • School Culture and Environment in Middle and High School Classrooms

Pedagogical features: Each chapter includes a graphic organizer, a chapter overview, a Think Before Reading Activity, one or more Think While Reading Activities, and a Think After Reading Activity. 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, and to serve as catalysts for thinking and discussions.

New in the Third Edition

  • The latest information on literacy strategies in every content area
  • Research-based strategies for teaching students to read informational texts
  • Up-to-date information for differentiating instruction for English-speaking and non-English speaking students
  • An examination of youth culture and the role it plays in student learning
  • A look at authentic learning in contexts related to the world of work
  • Ways of using technology and media literacy to support content learning
  • Suggestions for using writing in every content area to enhance student learning
  • Ideas for using multiple texts for learning content
  • A focus on the assessment-instruction connection
  • Strategies for engaging and motivating students

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

Excerpt

This is a working textbook. It provides students with maximum interaction with the information and strategies discussed in each chapter. Each chapter begins with a Think before Reading Activity, includes one or two Think while Reading Activities, and ends with a Think after Reading Activity. Each type of activity is clearly marked with a box around it to assist the teacher and students use of these as catalysts for thinking and discussion. These activities present questions and scenarios designed to integrate students' previous knowledge and experiences with their new learnings about issues related to content area reading, literacy, and learning. The many strategies and instructional ideas contained in each chapter often serve as a basis for the activities, frequently requiring students to use the strategies in their answers.

In addition, a graphic organizer and chapter preview begin each chapter. Chapters are designed to offer readers a genuine overview of concepts and ideas contained in each one. The graphic organizers, particularly, can be used by students as a framework around which to begin constructing knowledge on topics of literacy and learning across content areas.

Why a book about content area reading and literacy? Unfortunately, when the topic of reading is introduced to content area specialists, it is often met with perplexed stares. Most content area specialists believe that any reading related instruction is the work of the English teacher or the remedial reading teacher. Content specialists also often believe that their students are not interested in their subject area, are not learning enough about it, and are not reading the assigned material. Reasons for these concerns were studied in 1977, in "How Content Teachers Telegraph Messages Against Readers" in The Journal of Reading, Volume 20, pp. 646-648, by B. J. Rieck, who reported the findings of a study in which English, science, social studies, mathematics, physical education, art, and home economics teachers participated. Although published over two decades ago, insights from this survey . . .

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