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.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 8.90(h) x 0.70(d)|
|Age Range:||12 - 17 Years|
About the Author
Tamara L. Jetton, PhD, is Professor in the Department of Teacher Education and Professional Development at Central Michigan University. A former public school teacher for 10 years, she is interested in three particular areas of literacy: strategic reading to improve comprehension in the academic disciplines, learning through classroom discussions, and writing processes. Her research and publications mirror these interests. Dr. Jetton has dedicated her professional career to the goal of helping teachers improve the reading comprehension of adolescents who struggle in the academic disciplines.
Cynthia Shanahan, EdD, is Professor of Literacy, Language and Culture; Executive Director of the Council on Teacher Education; and Associate Dean of Academic Affairs at the University of Illinois at Chicago. In her role as professor, Dr. Shanahan prepares preservice and inservice teachers to teach middle and high school literacy. She previously taught college students to meet the reading and study demands of their college courses at Georgia State University and the University of Georgia. Her research and teaching interests are in disciplinary literacy.
Table of Contents
1. Learning from Text: Adolescent Literacy from the Past Decade, Tamara L. Jetton and Richard Lee
2. The Challenges of Reading Disciplinary Texts, Zhihui Fang
3. How Disciplinary Experts Read, Cynthia Shanahan
4. A Model for Teacher Planning with Text in the Academic Disciplines, Tamara L. Jetton and Richard Lee
5. Learning with Text in English/Language Arts, Troy Hicks and Susan Steffel
6. Learning with Text in Science, Cynthia Shanahan
7. Reconceptualizing Literacy and Instruction for Mathematics Classrooms, Daniel Siebert and Roni Jo Draper
8. Learning with Texts in History: Protocols for Reading and Practical Strategies, Bruce VanSledright
9. Learning with Text in the Arts, Kathleen Moxley, James Batcheller, Larry Burditt, Sue Gamble, Alan J. Gumm, Johanna Paas, and Judy Thurston
Teachers in grades 6–12; teacher educators and graduate students; researchers. May serve as a text in such courses as Adolescent Literacy and Literacy in the Content Areas.