This is the only book on the market that focuses specifically on content area reading for the middle grades.
The third edition of this unique resource has been thoroughly updated to include the most current research in the field of Middle School Literacy. Unlike most texts that ignore the middle school reader, this book addresses the issues that affect middle school students and teachers and their experiences with literacy instruction. Readable and teacher friendly, Reading and the Middle School Student provides not only a strong research base, but also practical teaching strategies for teachers in all of the content areas.
This book is designed to be a companion book to Rycik and Irvin Teaching Reading in the Middle Grades which focuses on reading in English/Language arts classes. This book focuses on content area reading instruction.
Take a Glimpse Inside the Third Edition:
About Your Authors:
Judith L. Irvin is currently a Professor at Florida State University and serves as the Executive Director of the National Literacy Project. She has written and edited numerous books, chapters, and articles on adolescent literacy.
Douglas R. Buehl is a reading specialist at Madison East High School and District Adolescent Literacy Support Teacher, Madison, Wisconsin. He is Past President of the IRA Secondary Reading Interest Group and has published numerous articles on adolescent literacy.
Barbara J. Radcliffe is an eighth grade reading/language arts teacher at Fairview Middle School in Tallahassee, Florida. Barbara also teaches Teaching English in the Middle School and Teaching Reading in Secondary English at Florida State University.
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 History of Modern Japanese Education is the first account in English of the construction of a national school system in Japan, as outlined in the 1872 document, the Gakusei....
In D. Lapp, J. Flood, & N. Farnan (Eds.), Content area reading and learning: Instructional strategies (2nd ed., pp. 47–57). ... Matching books to readers: Using leveled books for guided reading, K–3. ... Gunning, T. G. (2003b).
A Handbook of Content-Area and Disciplinary Literacy Practices for Middle and High School Teachers Ed. D Berry, ... Chapter 5: Reading Across the Disciplines Informational Texts Recursive Reading and Writing to Learn A Process for ...
Forty evidenced-based strategies for integrating literacy instruction into the content areas Providing unique content on assessment, differentiated instruction, technology, and reflective practice, Developing Content Area Literacy, Second ...
These introductory chapters will help you do the following: Understand the research base for comprehension strategies in content classrooms Learn how to tap into students' background knowledge to enhance comprehension of complex texts and ...
This book is based on the premise that literacy is, at its core, a social process; and that, as such, it is often affected—for good or ill—by social situations and...
Prepare middle school and high school students to read, write, and think like social studies experts and historians.
( steamboat era ) Heide , F. , & Gilliland , J. ( 1990 ) . The day of Ahmed's secret . New York : Scholastic . ( North Africa ) Hoffman , M. ( 1991 ) . Amazing Grace . New York : Dial Books for Young Readers .
This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice.