How can teachers make content-area learning more accessible to their students? This text addresses instructional issues and provides classroom strategies to help middle and secondary teachers effectively enable their students to develop both content concepts and strategies for continued learning. Editor(s): Lapp, Diane; Flood, James; Farnan, Nancy. Num Pages: 672 pages, Illustrations. BIC Classification: JNUM; JNZ. Category: (E) Primary & Secondary Education; (P) Professional & Vocational. Dimension: 254 x 178 x 35. Weight in Grams: 1224. . 2007. 3rd Edition. paperback. . . . .

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Bibliographic Details

Title: Content Area Reading and Learning: Instructional Strategies, 3rd Edition
Publisher: Routledge
Publication Date: 2007
Language: English
ISBN 10: 0805852050
ISBN 13: 9780805852059
Binding: Soft cover
Edition: 3rd Edition
Condition: New

About this title

Synopsis

How can teachers make content-area learning more accessible to their students? 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 goal is to help teachers model, through excellent instruction, the importance of lifelong content-area learning. This working textbook provides students maximum interaction with the information, strategies, and examples presented in each chapter.

This book is organized around five themes:

Content Area Reading: An Overview
The Teacher and the Text
The Students
The Instructional Program
School Culture and Environment in Middle and High School Classrooms.

Pedagogical features in each chapter include: a graphic organizer; a chapter overview, Think Before, Think While and Think After Reading Activities - which are designed to integrate students’ previous knowledge and experience with their new learnings about issues related to content area reading, literacy, and learning, and to serve as catalysts for thinking and discussions.
This textbook is intended as a primary text for courses on middle and high school content area literacy and learning.

About the Author

James Flood, Diane Lapp, Nancy Farnan

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