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Content Area Reading and Learning: Instructional Strategies de Diane Lapp

Content Area Reading and Learning: Instructional Strategies

Autor Diane Lapp, James Flood, Nancy Farnan
en Limba Engleză Paperback – 19 dec 1995
This user-friendly text engages students in a process of continuous learning activities before, during, and after their reading of the text. The practical applications and reading activities dispersed throughout the text make it a working model of what it recommends as good teaching practice. Demonstrating how far the field has progressed, the Second Edition of Content Area Reading and Learning also offers strategies to help educators become more effective in teaching their chosen areas of expertise. The text also describes specific instructional processes and strategies appropriate for the students in this area. The chapters in this series, each contributed by some of the most respected educators in the field of reading and literacy development, depict a wide range of issues related to content area reading.
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Specificații

ISBN-13: 9780205188932
ISBN-10: 0205188931
Pagini: 448
Dimensiuni: 178 x 235 x 21 mm
Greutate: 1.35 kg
Ediția:2Nouă
Editura: Pearson Education
Colecția Allyn & Bacon
Locul publicării:Boston, United States

Cuprins

I. CONTENT AREA READING: AN OVERVIEW.
1. Content Area Reading: A Historical Perspective
Mary W. Olson, University of North Carolina at Greensboro.Ernest K. Dishner, Penn State Harrisburg.2. Content Area Reading: The Current State of the Art.
Thomas W. Bean, University of Nevada, Las Vegas.John E. Readence, University of Nevada, Las Vegas. II. THE TEACHER AND THE TEXT.
3. The Role of Textbooks and Trade Books in Content Area Instruction.
Diane Lemonnier Schallert, Nancy Lee Roser, University of Texas at Austin.4. Understanding the Readability of Content Area Texts.
Edward Fry, Rutgers University.5. Considerate Texts.
Bonnie B. Armbruster, University of Illinois Urbana-Champaign.6. Identifying and Teaching Text Structures in Content Area Classrooms.
Stephen Simonsen, College of the Desert, Palm Desert. III. THE STUDENTS.
7. The Students: Who Are They and How Do I Reach Them?
Nancy Marshall, Florida International University.8. Engaging Students' Interest and Willing Participation in Subject Area Learning.
Martha Rapp Ruddell, Sonoma State University, Miami.9. Context for Secondary Reading Programs.
Carl Smith, Indiana University.10. Students Acquiring English: Reading and Learning.
Eleanor Thonis, Wheatland, California School District. IV. THE INSTRUCTIONAL PROGRAM.
11. The Content Area Teacher's Instructional Role: A Cognitive Mediational View.
Laura R. Roehler, Michigan State University.12. Real-World Literacy Demands: How They've Changed and What Teachers Can Do.
Larry Mikulecky, Indiana University.13. Teaching Secondary Science Through Reading, Writing, Studying and Problem Solving.
Carol Santa, Lynn Havens, Shirley Harrison, Kalispell, Montana School District.14. Reading Strategies in Social Studies: Using Strategies in a Thoughtful Manner.
Charles Peters, Oakland, Michigan School District.15. Understanding Literature: Reading in the English/Language Arts.
Nancy Farnan, San Diego State University.Alicia Romero, McGill University.16. The Role of Reading Instruction in Mathematics.
Joan F. Curry, San Diego State University.17. Reading and Writing and the Content Areas of Physical and Health Education.
Lance M. Gentile, San Francisco State University.Merna M. McMillan, Santa Barbara County Health Care Services/Mental Health.18. Vocabulary Instruction in Content Areas.
Michael F. Graves, University of Minnesota.Wayne H. Slater, University of Maryland.19. Study Techniques that Ensure Content Area Reading Success.
Donna Ogle, National Louis University, Evanston, IL.20. Using Conceptual Mapping as an Effective Strategy in Content Area Instruction.
Diane Lapp, James Flood, Robert Hoffman, San Diego State University.21. Using Questioning Strategies to Promote Students' Active Comprehension of Content Area Material.
Helene M. Anthony, Moorhead State University, Minnesota.Taffy Raphael, Michigan State University.22. The Significance of Prior Knowledge in the Learning of New Content-Specific Ideas.
Patricia L. Anders, University of Arizona.Carol V. Lloyd, University of Nebraska, Omaha.23. Moving Beyond Reading and Writing in the Content Areas to Discipline-Based Inquiry.
Robert Tierney, Ohio State University.John O'Flahavan, University of Maryland, College Park. V. MODEL PROGRAMS.
24. Creating Response-Centered Learning Environments: Using Authentic Texts to Extend and Enrich the Curriculum.
Richard T. Vacca, JoAnne L. Vacca, Nancy Prosenjak, Kent State University; Linda Burkey, Mount Union College.25. A Cooperative Learning Approach to Content Areas: Jigsaw Teaching.
Robert E. Slavin, John Hopkins University.26. Assessment in the Content Areas: Solving the Assessment Puzzle.
Robert Farr, Indiana University.Robert Pritchard, California State University, Fresno.27. Theory Becomes Practice.
James Barton, University of Rhode Island.28. Preferred Instructional Practices in the Content Areas.
Karen D. Wood, University of North Carolina at Charlotte.29. Crossing Boundaries with Literature: A Look Inside Successful Content Area Classrooms.
Donna Alvermann, University of Georgia.

Caracteristici

  • Chapter Previews provide introduction of material to be tested.
  • In-chapter exercises engage readers in thinking about the material and its implications as they read.
  • Graphic Organizers at the start of each chapter provide an overview of material to be covered.
  • Before- during- and after-reading activities throughout each chapter help to project, practice and summarize information.
  • Includes extensive instructional applications of current research in the field of content reading and literacy.
  • An Instructor's Manual that contains chapter summaries, outlines, assignments, tests, and detailed classroom learning activities to be conducted in the college methods courses.

Caracteristici noi

  • Graphic Organizers at the start of each chapter provide an overview of material to be covered.
  • Before- during- and after-reading activities throughout each chapter help to project, practice and summarize information.
  • Includes extensive instructional applications of current research in the field of content reading and literacy.
  • An Instructor's Manual that contains chapter summaries, outlines, assignments, tests, and detailed classroom learning activities to be conducted in the college methods courses.

Notă biografică

James Flood, Diane Lapp, Nancy Farnan