Teaching through Text: Reading and Writing in the Content Areas

Pre-service and in-service middle and secondary school teachers get a wide variety of instructional techniques they can use to foster comprehension of materials in their content areas.

The core set of instructional techniques included in this evidence-based, practical resource help middle and secondary teachers incorporate reading-related approaches into their classrooms. The authors show how to implement the approaches in an easy manner that avoids diverting time from content learning. Some of the approaches covered include vocabulary techniques (e.g., graphic organizers, feature analysis, list-group-label), comprehension techniques (e.g., reading guides, questioning strategies), and study techniques. The book also addresses issues of assessment, motivation, and cultural and linguistic diversity.

Auteur

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.

Résumé

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.

Contenu

• Section 1: Teaching and Learning through Text
• 1 The Importance of Literacy in Content Areas
• 2 Literacy Processes
• 3 Getting to Know Your Students, Your Materials, and Your Teaching
• 4 Teaching for Diversity
• Section 2: Prereading Strategies
• 5 Building Prior Knowledge
• 6 Introducing Technical Vocabulary
• Section 3: Strategies for Guided Reading
• 7 Making Reading Purposeful
• 8 Reading Guides
• 9 Providing Time to Read: When, Where, and How?
• Section 4: Postreading Strategies
• 10 Questioning and Discussion
• 11 Reinforcing and Extending Content Knowledge
• Section 5: More Ways to Facilitate Learning through Text
• 12 Study Skills: Encouraging Independence in Content Literacy
• 13 Student Attitudes: Encouraging Content Literacy