Content Area Reading : Literacy and Learning Across the Curriculum
by Vacca, Richard T.; Vacca, Jo Anne L.Edition: 9th
Format: Hardcover
Pub. Date: 2008-01-01
Publisher(s): Allyn & Bacon
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Summary
With the underlying belief that students learn with texts, not necessarily from them, this respected text is designed to be an active learning tool, complete with real-world examples and research-based practices.Reading, writing, speaking, and listening processes to learn subject matter across the curriculum.Content Area Reading.
Table of Contents
| Preface | |
| Reading Matters | |
| Organizing Principle | |
| Chapter Overview | |
| Frame of Mind | |
| Content Knowledge and Teacher Quality | |
| Content Knowledge vs. Pedagogical Knowledge | |
| Balancing Content and Pedagogical Knowledge in Content Area Classrooms | |
| Teaching and Learning with Texts | |
| Beyond Assigning and Telling | |
| Content Literacy and Learning | |
| Reading to Learn | |
| Reading as a Meaning-Making Process | |
| Reading as a Strategic Process | |
| Text Comprehension in Content Areas | |
| Developing Research-Based Comprehension Strategies | |
| Prior Knowledge and Comprehension: A Closer Look | |
| Reader Response | |
| Levels of Comprehension | |
| Questions and Questioning | |
| The Literacy Coachs Role and Responsibilities | |
| Looking Back, Looking Forward | |
| Minds On | |
| Hands On | |
| eResources extra | |
| Learners and Texts | |
| From Struggling Readers to Striving Readers | |
| Organizing Principle | |
| Chapter Overview | |
| Frame of Mind | |
| The Consequences of Struggling with Texts | |
| what about English Language Learners? | |
| Low Achievement | |
| Learned Helplessness | |
| Scaffolding Instruction | |
| The Literacy Coach and Struggling Readers | |
| A Crisis in Adolescent Literacy | |
| The Push for Striving Readers in Middle and High Schools | |
| Box 2.3 | |
| Explicit Instruction in the Use of Strategies | |
| Metacognition and Learning | |
| Strategy Instruction | |
| what about Content Standards and Assessment? | |
| Strategic Reading | |
| Using Think-Alouds to Model Comprehension Strategies | |
| Using Reciprocal Teaching to Model Comprehension Strategies | |
| Using QuestionAnswer Relationships (QARs) to Model Comprehension Strategies | |
| Research-Based Best Practices | |
| Questioning the Author (QtA) | |
| Research-Based Best Practices | |
| Directed Reading-Thinking Activity (DR-TA) | |
| Research-Based Best Practices | |
| Looking Back, Looking Forward | |
| Minds On | |
| Hands On | |
| eResources extra | |
| Culturally and Linguistically Diverse Learners | |
| Organizing Principle | |
| Chapter Overview | |
| Frame of Mind | |
| Culturally Responsive Instruction in Todays Schools | |
| what about Content Standards and Assessment? | |
| From Monocultural to Multicultural Classrooms | |
| Box 3.2 | |
| Ways of Knowing | |
| Funds of Knowledge | |
| Characteristics of Culturally Responsive Instruction | |
| Box 3.3 | |
| Box 3.4 | |
| Linguistic Differences in Todays Schools | |
| Dialect Use in the Classroom | |
| English Learners | |
| Box 3.5 | |
| Sheltered Instruction for English Learners | |
| The SIOP Model | |
| Box 3.6 | |
| Looking Back, Looking Forward | |
| Minds On | |
| Hands On | |
| eResources extra | |
| Assessing Students and Texts | |
| Organizing Principle | |
| Chapter Overview | |
| Frame of Mind | |
| High-Stakes Testing and Authentic Approaches to Assessment | |
| High-Stakes Testing: Some Issues and Concerns | |
| Federal Legislation | |
| State Standards and Accountability | |
| State Assessment Numbers at a Glance | |
| The Literacy Coach and Assessment | |
| Standardized Testing: What Teachers Need to Know | |
| Authentic Assessment: The Teachers Role | |
| Adapting Portfolios to Content Area Classes | |
| box 4.3 | |
| Checklists and Interviews | |
| Rubrics | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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