Content Area Reading and Learning: Instructional Strategies, 3rd EditionFrom Routledge
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Content Area Reading and Learning: Instructional Strategies, 3rd EditionFrom Routledge
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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. This book 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 in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are 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.This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.
Content Area Reading and Learning: Instructional Strategies, 3rd EditionFrom Routledge- Published on: 2015-11-24
- Original language: English
- Dimensions: .0" h x .0" w x .0" l, 2.73 pounds
- Binding: Hardcover
- 672 pages
About the Author Diane Lapp is a Distinguished Professor of Education at San Diego State University, where her research and instruction focuses on issues related to struggling readers and writers, their families, and their teachers. An instructional coach for the Health Sciences High and Middle College in San Diego, she has recently returned to the classroom to teach sixth-grade English and Earth Science. Dr. Lapp is also a member of both the California and International Reading Halls of Fame for her dedication to reading instruction.Diane Lapp, EdD, is Distinguished Research Professor of Language and Literacy in the Department of Teacher Education at San Diego State University, and has taught in elementary and middle schools. Her major areas of research and instruction have been issues related to urban struggling readers and their families. Dr. Lapp directs and teaches in field-based preservice and graduate programs and continues to team-teach in public school classrooms. She has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts, and has chaired or cochaired several International Reading Association (IRA) and National Reading Conference committees. The recipient of many awards for her teaching and research, Dr. Lapp is the coeditor of the literacy journal "The California Reader. James Flood, PhD, is Distinguished Research Professor of Language and Literacy at San Diego State University (SDSU); has taught in preschool, elementary, and secondary schools; and has been a language arts supervisor and vice principal. He was a Fulbright scholar at the University of Lisbon in Portugal and the President of the National Reading Conference. Dr. Flood has chaired and cochaired many committees of the International Reading Association (IRA), National Council of Teachers of English, National Council of Researchers in English, and National Reading Conference. Currently Dr. Flood teaches graduate courses at SDSU. He has coauthored and edited many articles, columns, handbooks, and children's materials on reading and language arts. The recipient of many awards for his teaching and research, Dr. Flood is the coeditor of "The California Reader and a member of the board ofdirectors of the IRA. Kelly Moore, PhD, is a literacy resource teacher in the San Diego Unified School District, where she teaches at a large urban elementary school that has formed a unique collaboration with a middle school, high school, and San Diego State University. Within this partnership, Dr. Moore collaborates with teachers from all grade levels on literacy staff development, preservice education, and beginning teacher support. Her primary interest is the assessment/n-/instruction connection in early literacy classrooms. Her recently completed dissertation focused on teachers' effectiveness at planning diagnostic instruction. She was awarded the Constance McCullough Research Award by the California Reading Association for this study. Through her continued research, writing, and teaching, Dr. Moore hopes to promote teacher education and future research in the area of early literacy. Maria Nichols, MA, is a literacy staff developer in the San Diego Unified School District. An elementary school teacher for 16 years and a National Board Certified teacher, Ms. Nichols now supports teachers at all grade levels in urban elementary schools as they strengthen their content knowledge and instructional practice. She has worked as a demonstration and resource teacher in an elementary professional development site and has led workshops nationwide on literacy content and instruction. Ms. Nichols received the Outstanding Achievement in Literacy Award from the Greater San Diego Reading Council of the California Reading Association in 1998 and the Distinguished Elementary Educator of 2002 Award from the San Diego Chapter of Phi Delta Kappa. Her current focus is on classroom environmentsand instructional design that encourage students of all ages to use talk as a tool for developing comprehension. Nancy Farnan teaches at San Diego State University and is committed to working with preservice and inservice teachers and their students to ensure that all children have an opportunity to join the ranks of the most literate individuals on the face of the earth. She has a background as a middle and secondary English teacher and Reading Specialist, teaching in the Midwest and California.
Where to Download Content Area Reading and Learning: Instructional Strategies, 3rd EditionFrom Routledge
Most helpful customer reviews
2 of 2 people found the following review helpful. Excellent Literacy Resource By Brklyn Ed. This text is an excellent resource for college-level literacy courses or any educator looking for strategies to incorporate literacy instruction into the content area. As educators, we are all teachers of literacy. Yet sometimes we struggle to focus on key literacy skills are students need to develop, due in large part to the abundance of content covered in any partituclar discipline's curriculum. Lapp offers her readers an excellent compilation of strategies and lesson approaches to make the teaching of literacy possible in every classroom.
1 of 1 people found the following review helpful. Excellent overview of theory and practice By Mary C. Reynolds Reading this book diligently from cover to cover is the equivalent of taking a graduate level reading course. The individual articles include a practical grounding in reading theory as well as a thorough study of the role reading and writing play in the content areas at the junior high or secondary levels. As a secondary teacher, I often find that texts promise relevancy for older teenagers, but fail to deliver on that promise. Not this book! All the principles and ideas have application for high school students. I was especially impressed by the freshness of the research in this 3rd Edition. The majority of the research quoted was post 2000, but there was also a firm grounding in seminal research in the field (Vygotsky, Rosenblatt). This book is appropriate for both pre-service or in-service teachers.
0 of 0 people found the following review helpful. Four Stars By Mandee Lott Good information
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