From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book shows that while general strategies for reading informational texts are essential, they are not enough—students also need to learn processing strategies that are quite specific to each subject and its typical tasks or problems. Vignettes from exemplary classrooms illustrate research-based ways to build content-area knowledge while targeting essential reading and writing skills.
In this revised second edition, Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones.
Heller, R., & Greenleaf, C. L. (2007). Literacy instruction in the ... Hicks, T., Russo, A., Autrey, T., Gardner, R., Kabodian, A., & Edington, C. (2007). ... Hinchman, K., Alvermann, D., Boyd, F., Brozo, W., & Vacca, R. (2003–2004).
This book by Judith Langer —internationally known scholar in literacy learning—examines how learners gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history.
Should College English Be Close Reading? ... Robert E. Probst, Response and Analysis: Teaching Literature in Secondary School (Heinemann Educational Books, 2004), 320. 78. ... Buehl, Developing Readers in the Academic Disciplines, 268.
New to This Edition *Chapters on new topics: building multicultural classrooms, Black girls’ digital literacies, issues of equity and access, and creating inclusive writing communities. *New chapters on core topics: academic language, ...
In S. Graham, C. A. MacArthur, & J. Fitzgerald (Eds.), Best practices in writing instruction (2nd ed., pp. 48–70). New York: Guilford Press. Philippakos, Z. A. T., & FitzPatrick, E. (2018). A proposed tiered model of assessment in ...
How to Create and Sustain a School-Wide Culture of Deep Reading, Writing, and Thinking ReLeah Cossett Lent, Marsha McCracken Voigt ... Diving deep into nonfiction, grades 6–12: Transferable tools for reading ANY nonfiction text.
With step-by-step instructions, a wealth of examples, and numerous student reproducibles, the book presents an approach that secondary teachers can implement across all content areas.
“Of course we're supposed to move on, but then you still got people who are not over those historical wounds”: Cultural memory and US ... Critical encounters in high school English: Teaching literary theory to adolescents (2nd ed.). New ...
Boston: Pearson Education. Vyas, S. (2004). Exploring bicultural identities of Asian high school students through the analytic window of a literature club. Journal of Adolescent & Adult Literacy, 48, 12-23. Vygotsky, L. (1986).