Reading to Learn in the Content Areas,9780534508548

Reading to Learn in the Content Areas

by ;
Edition: 4th
ISBN13: 9780534508548
ISBN10: 0534508545
Format: Hardcover
Pub. Date: 1999-12-23
Publisher(s): Wadsworth Publishing
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Summary

This book offers comprehensive and complete coverage of content area reading and methods for any student age level, kindergarten through twelfth grade. The text perfectly illustrates how to apply reading methodology to subject area learning.

Table of Contents

Preface xv
Processes and Principles of Content-Reading Instruction
1(28)
How Teachers Can Best Be Effective
4(1)
Characteristics of a Framework
5(1)
The PAR Lesson Framework for Instruction
6(2)
Three Examples of PAR Being Used to Teach Content
8(7)
Reading Achievement and the Need for Improved Instruction
15(5)
Eight Principles for Content-Reading Instruction
20(6)
The Organization of This Text
26(1)
One-Minute Summary
27(1)
End-of-Chapter Activities
27(2)
The Affective Domain of Teaching
29(29)
The Importance of the Affective Domain in Teaching
31(1)
How Teachers Can Improve Student Attitudes
32(1)
Conative Factors in Content-Area Teaching
33(1)
How Affect Is Displayed by Two Students
34(2)
A Brain-Compatible Approach to Teaching
36(4)
Modalities of Learning
40(3)
Preparation for Affective Teaching
43(4)
Assistance by Strengthening Affective Bonds
47(4)
Providing Assistance with the Environment
50(1)
Fostering the Habit of Reading
51(1)
Reflection Strategies for Affective Teaching
51(5)
Reinforcing Internally Controlled Behaviors
51(4)
Questioning
55(1)
One-Minute Summary
56(1)
End-of-Chapter Activities
57(1)
Learning with Multiple Resources
58(31)
Why Textbooks Cannot Stand Alone
60(2)
Textbooks Are Limited by Their Very Purpose
60(1)
Learners Prefer Other Resources
61(1)
Learners Struggle with Textbook Readability
62(1)
Multiple Resources Are the Best Learning Tools
62(1)
Literature in the Content Classroom
62(1)
Characteristics of Effective Literature-Based Classrooms
63(4)
Technology as a Resource
67(8)
TV/Video/Movies
69(1)
A Hypertext Environment
70(1)
Word Processing and Other Production Applications
71(1)
Instructional Software
72(1)
Electronic Books
73(1)
The Internet
73(1)
E-Mail/Discussion Groups/Listservs
74(1)
Using Multiple Resources to Augment Textbook Instruction
75(10)
Read-Alongs and Read-Alouds
76(3)
Thematic Units
79(5)
Personal Inquiries
84(1)
Issues Related to Supporting the Textbook with Multiple Resources
85(2)
One-Minute Summary
87(1)
End-of-Chapter Activities
87(2)
Determining the Reader's Background for Content Material
89(36)
Why Determining Background Is Important
91(2)
The Notion of Readability
93(4)
Inconsiderate Discourse
94(1)
Textual Coherence
95(2)
Determining the Readability of Textbooks
97(10)
Checklists
97(3)
The Rule of Thumb
100(1)
Readability Formulas
100(7)
Assessing Background Activities
107(13)
The Cloze Procedure
107(7)
The Maze
114(1)
Pretests of Knowledge
115(5)
Teacher-Constructed Textbook Inventories
120(1)
Improving Textbook Selection
120(3)
One-Minute Summary
123(1)
End-of-Chapter Activities
124(1)
Building the Reader's Background for Content Material
125(27)
The Importance of Background Knowledge
127(1)
Schema Theory and Content Reading
128(2)
The Role of the Reader's Prior Knowledge and Interest
130(4)
Limited Prior Knowledge
131(2)
Incorrect Prior Knowledge
133(1)
Interest and Attitude
133(1)
Some Activities for Building Background
134(15)
Multitext Strategies
134(1)
Adapting Text: Rewriting Text
135(2)
Previewing Text: Written Previews
137(1)
Structuring Text by Using Graphic Organizers
138(2)
Anticipation Guides
140(6)
Analogies
146(2)
Direct References and Simple Discussion
148(1)
Avoiding Textbooks: A Teacher's Last Resort
149(1)
One-Minute Summary
150(1)
End-of-Chapter Activities
151(1)
Assisting Comprehension
152(39)
Assisting Students to Comprehend
154(1)
Process Versus Product
155(1)
Using Text Features to Facilitate Comprehension
156(16)
Mapping Superordinate/Subordinate Relationships
157(1)
Focusing on Segments of Text
158(7)
Understanding Patterns of Organization
165(3)
Activities to Facilitate Understanding of Text Organization
168(4)
Using Questioning Strategies to Facilitate Comprehension
172(18)
Preparing Three-Level Guides
173(7)
Questioning for Comprehension
180(10)
One-Minute Summary
190(1)
End-of-Chapter Activities
190(1)
Reflection in Reading: Autonomy, Critical Thinking, Evaluation
191(49)
Reflection
194(4)
The Move Toward Autonomous Learning
194(1)
The Role of the Communicative Arts
195(3)
Important Reflection Skills
198(11)
Critical Thinking
198(3)
Problem Solving and Decision Making
201(2)
Analyzing Authors' Techniques
203(2)
Separating Fact from Opinion
205(1)
Detecting Propaganda
205(4)
Activities That Foster Reflective Thinking
209(2)
Brainstorming
209(1)
TRIP Cards
209(1)
Multitext Activities
210(1)
Literary Gift Exchanges
210(1)
Post Graphic Organizers
211(1)
Evaluation
211(20)
Standardized, Norm-Referenced Tests
215(1)
Criterion-Referenced Tests
216(1)
Teacher-Made Tests
217(9)
Encouraging Student Responsibility
226(4)
A Checklist for Designing a Test
230(1)
Authentic Assessment
231(7)
Developing Authentic Assessments
232(1)
Portfolios as a Means of Authentic Assessment
233(3)
Getting Started with Authentic Assessment
236(2)
One-Minute Summary
238(1)
End-of-Chapter Activities
238(2)
Teaching Vocabulary
240(42)
Understanding Words as Concepts
242(1)
A Closer Look at Word Knowledge
243(3)
Vocabulary and School Failure
246(1)
Teaching Vocabulary in Preparation for Reading
247(9)
Word Inventories
248(1)
Graphic Organizers
248(1)
Modified Cloze Procedures
249(1)
Possible Sentences
250(5)
Vocabulary Connections
255(1)
Capsule Vocabulary
255(1)
Assisting Students to Learn Vocabulary
256(5)
Context Clue Discovery
256(2)
Structural Analysis
258(1)
Word Attack Paradigms
259(1)
Vocabulary Lists
260(1)
Quadrant Cards
260(1)
Organizational (Jot) Charts
260(1)
Reflecting on Vocabulary for Comprehension and Retention
261(8)
Interactive Cloze Procedure
262(1)
Semantic Feature Analysis
263(1)
Word Puzzles
263(1)
Post Graphic Organizers
263(1)
Categorization
263(4)
Word Sorts
267(1)
DRTA Vocabulary Search
268(1)
A Vocabulary Study System
268(1)
Vocabulary Self-Collection Strategy
269(1)
Additional Reflection Activities for Enriching Language
269(5)
Word Analogies
270(1)
Magic Squares
270(1)
Vocabulary Illustrations
271(1)
Vocabulary Bingo
271(2)
Word Bubbles
273(1)
One-Minute Summary
274(5)
End-of-Chapter Activities
279(3)
Writing to Learn in the Content Areas
282(41)
The Importance of the Reading-Writing Connection
285(1)
The Process and Products of Writing
286(4)
The Computer and Writing
290(1)
Stages of Writing
290(2)
The Preparation Phase of Writing
292(5)
Cubing
294(2)
Brain Writing
296(1)
Three Warm-up Writing Activities
297(1)
The Assistance Phase of Writing
297(14)
Learning Logs
301(3)
Annotations
304(2)
Other Assisting Activities
306(5)
The Reflection Phase of Writing
311(9)
Activities for Reflective Writing
312(5)
Grading Reflective Writing
317(3)
One-Minute Summary
320(1)
End-of-Chapter Activities
321(2)
Study Skills and Study Systems
323(44)
Making Students Aware of Study Skills
326(1)
The Importance of Study Skills
327(1)
Assessing Study Skills
328(5)
Learning from Visual Representations
333(2)
Reading Graphic Information
333(1)
Reading Pictures and Maps
333(2)
Making Mnemonic Associations
335(7)
Acronyms
338(1)
Acrostics
339(1)
Associations
339(1)
Method of Loci
340(1)
Chunking
341(1)
Go MAD
341(1)
Rapid Reading
342(3)
Shifting Gears While Reading
343(1)
Rapid-Reading Exercises
344(1)
Previewing
345(3)
Learning to Preview
346(1)
Skimming and Scanning
347(1)
Locating Information
348(1)
Organizing Information
349(11)
Outlining
350(2)
Note Taking
352(4)
Text Lookbacks
356(4)
Study Systems
360(5)
SQ3R
360(1)
PQR2 ST+
361(2)
SQRC
363(2)
One-Minute Summary
365(1)
End-of-Chapter Activities
366(1)
Cooperative Study for Communication and Collaboration
367(34)
The Importance of Cooperative Study
369(2)
Group Decision Making
371(2)
Types of Cooperative Study
373(3)
Oral Cooperative Study
373(1)
Written Cooperative Study
374(1)
Visual Cooperative Study
374(2)
Why Cooperative Study Is Effective
376(2)
Managing Time as the Key to Cooperative Study
378(5)
Activities That Promote Cooperative Study
383(11)
Extended Anticipation Guides
383(1)
ABOUT/POINT
383(1)
Paired Reading
383(2)
Self-Generated Questions for Cooperative Study
385(1)
Summarizing in Groups
385(2)
Jigsaw
387(1)
Think-Aloud
388(2)
Cooperative Reading Activity
390(1)
Interactive Guide
390(1)
Cooperative Graphing
391(1)
Other Activities That Involve Cooperation
392(2)
Listening
394(3)
One-Minute Summary
397(1)
End-of-Chapter Activities
398(3)
Supporting Diverse Learners in the Content Classroom
401(39)
Reading for At-Risk Students
403(6)
Characteristics of At-Risk Students
404(1)
Identifying and Helping At-Risk Students
405(2)
Resilient Students
407(2)
Students with Limited English Proficiency
409(9)
Cultural Discontinuity
409(1)
School Programs
410(2)
Social Style and Attitudes
412(1)
Instructional Guidelines for Working with Students with Limited English Proficiency
413(2)
Techniques That Work Well with Limited-English-Proficiency Students
415(3)
Students from Low-Socioeconomic Environments
418(2)
Poverty and School Achievement
418(1)
Instructional Guidelines for Working with Students from Low-Socioeconomic Environments
419(1)
Students with Low Self-Esteem
420(5)
Motivation and Self-Esteem
421(1)
Building Positive Relationships
422(2)
Guidelines for Working with Students with Low Self-Esteem
424(1)
Reading Instruction for Struggling Students
425(12)
Factors to Consider
425(1)
Strategy Repertoire
426(5)
Additional Strategies for Struggling Readers and Nonreaders
431(3)
Writing for At-Risk and Struggling Readers
434(3)
One-Minute Summary
437(1)
End-of-Chapter Activities
438(2)
Appendix A Assessing Attitudes Toward Reading 440(14)
Appendix B Readability Information 454(3)
Appendix C Vocabulary Building: Prefixes, Suffixes, and Roots 457(5)
Appendix D Sample PAR Activities 462(11)
References 473(32)
Activity Contributors 505(4)
Author Index 509(7)
Subject Index 516(6)
PAR Cross-Reference Guide 522

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