Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms

 
9780135081662: Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms

A continuing best-seller, the Sixth Edition of Content Area Reading and Literacy equips preservice and inservice teachers to teach content area literacy in an era of high accountability and provides in-depth and integrated attention to the needs of students from diverse cultural and language backgrounds.

 

This well-respected text has been lauded for its scope of topics and examples, its research-based information, and its accessible writing style. Written by trusted authorities in the field of adolescent literacy, Donna Alvermann, Stephen Phelps, and Victoria Ridgeway Gillis, the sixth edition includes up-to-date information on addressing the literacy needs of English learners and a culturally diverse student population.  Victoria Ridgeway Gillis has more than two decades of secondary school teaching experience, which brings added depth and credibility to each chapter.  This text also addresses new frameworks for reading and writing instruction, including a sociocultural perspective on teaching and learning and insights from the New Literacies. 

 

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From the Back Cover:

In an era of high accountability, the sixth edition of Content Area Reading and Literacy  provides in-depth and integrated attention to the needs of students from diverse cultural and language backgrounds, especially the literacy needs of English learners. 

 

A continuing best-seller, this well-respected text has been lauded for its scope of topics and examples, its research-based information, and its accessible writing style.  This new edition also addresses new frameworks for reading and writing instruction, including a sociocultural perspective on teaching and learning and insights from the New Literacies

 

Exciting changes in this edition include:

  • Anticipation Guides at the beginning of each chapter provide a venue for pre-reading discussion, either in class or online. 
  • A Literacy Coaches’ Corner box has been added to each chapter discussing issues related to working effectively with literacy coaches.
  • Includes more classroom-tested and research-based teaching and learning strategies to use across the curriculum throughout the text.
  • Focuses on the key differences among the disciplines with respect to vocabulary and comprehension.
  • Provides a new overview of literacy-related difficulties encountered in different content areas, such as:
    • English/Language arts--problems are often related to the broad range of genres students must read, such as poetry, short stories, novels, literature, mysteries, or historical fiction.
    • Science and math--the density of the text can be problematic and students may have to handle  several different text structures and content structures.
    • Social studies--information can often be categorized as related to people, places, or events. 
  • Takes into account the new 21st century literacies and the disciplinary literacies associated with vocabulary development and comprehension, particularly those known to cause difficulty in the different subject areas.
  • Includes strategies for comprehending online.
  • Emphasizes differentiated writing for different disciplines.
  • A MyEducationLab interactive website ( www.myeducationlab.com ) created specifically to accompany this edition that includes videos, simulations, case studies, activities, practice tests, study plans, an e-book, and more to help prepare students for teaching careers.

    To order this book WITH MyEducationLab, use either ISBN:

    ISBN-13: 9780136101024

    ISBN-10: 013610102X

    To order this book WITHOUT MyEducationLab use either ISBN:

    ISBN-13: 9780137145522

    ISBN-10: 0137145527

About the Author:

Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming.

 

George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also workplace and other domains that matter to children. This work culminated in doctoral research at the University of Georgia completed in 2012. His role as literacy researcher and teacher educator has positioned him at Florida State University to develop opportunities for teachers to understand the role of literacy in their subject area goals.

 

Donna Alvermann is the University of Georgia Appointed Distinguished Research Professor of Language and Literacy Education. She also holds an endowed chair position: The Omer Clyde and Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on young people’s digital literacies and use of popular media. Author of numerous articles, she has several books to her credit: Adolescents and Literacies in a Digital World; Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.); Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, and Popular Culture; and Bring It to Class: Unpacking Pop Culture in Literacy Learning. Most recently, she helped in designing an interactive website to learn how a community of researchers and researched objects can push boundaries associated with creating and disseminating “original” work and remixes online using a Creative Commons license.

 

 

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