Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge

Lattimer, Heather

ISBN 10: 0814108431 / ISBN 13: 9780814108437

Published by National Council of Teachers of English (NCTE), 2010

About this Item

Gently used with minimal wear on the corners and cover. A few pages may contain light highlighting or writing, but the text remains fully legible. Dust jacket may be missing, and supplemental materials like CDs or codes may not be included. May be ex-library with library markings. Ships promptly!

Seller Inventory # DBV.0814108431.G

Bibliographic Details

• Title: Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge
• Publisher: National Council of Teachers of English (NCTE)
• Publication Date: 2010
• Language: English
• ISBN 10: 0814108431
• ISBN 13: 9780814108437
• Binding: Soft cover
• Condition: good

About this title

Synopsis

For too long, false perceptions―and often policy―have led teachers to believe they must choose between teaching reading and teaching content. As teachers, however, we know that for students to be successful in all subjects, they must have a strong foundation in reading and writing. Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge addresses this issue head-on, exploring the reality, which is that reading and content can, and should, go hand-in-hand to support subject area learning. Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning experiences, using strategies to help focus student readers before they engage with texts, supporting comprehension in content areas through discussion and writing, analyzing texts and applying content learning. Rich in classroom examples, the book strives not to remake content teachers into reading teachers, but instead to support content teachers in using texts to deepen students’ understanding of the core ideas, critical information, and ways of thinking in the disciplines.