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Summary: With the underlying belief that students learn with texts, not necessarily from them, this respected text is designed to be an active learning tool, complete with real-world examples and research-based practices.Reading, writing, speaking, and listening processes to learn subject matter across the curriculum.Content Area Reading.Edition/Copyright: 9TH 08
Chapter 1 Reading Matters Organizing Principle Chapter Overview Frame of Mind Content Knowledge and Teacher Quality Content Knowledge vs. Pedagogical Knowledge Balancing Content and Pedagogical Knowledge in Content Area Classrooms Teaching and Learning with Texts Beyond Assigning and Telling Content Literacy and Learning Reading to Learn Reading as a Meaning-Making Process Reading as a Strategic Process Text Comprehension in Content Areas Developing Research-Based Comprehension Strategies Prior Knowledge and Comprehension: A Closer Look Reader Response Levels of Comprehension Questions and Questioning The Literacy Coach's Role and Responsibilities Looking Back, Looking Forward Minds On Hands On eResources extra Part Two: Learners and Texts
Chapter 2 From Struggling Readers to Striving Readers Organizing Principle Chapter Overview Frame of Mind The Consequences of Struggling with Texts box 2.1 / what about English Language Learners? Low Achievement Learned Helplessness Scaffolding Instruction BOX 2.2 / The Literacy Coach and Struggling Readers A Crisis in Adolescent Literacy The Push for Striving Readers in Middle and High Schools BOX 2.3 / Fifteen Elements of Effective Adolescent Literacy Programs Explicit Instruction in the Use of Strategies Metacognition and Learning Strategy Instruction box 2.4 / what about Content Standards and Assessment? Strategic Reading Using Think-Alouds to Model Comprehension Strategies Using Reciprocal Teaching to Model Comprehension Strategies&
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