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Reading to Learn in the Content Areas

Reading to Learn in the Content Areas

Judy S. Richardson, Raymond F. Morgan, Charlene Fleener
Reading to Learn in the Content Areas
Edition
8
Pub Date
2020-09-21
Copyright Year
2012
ISBN10
0357671368
ISBN13
9780357671368
Publisher
Wadsworth Publishing
Page Count
504
Dimensions
8.00 in
9.90 in
0.80 in
Binding Format
Soft Cover
Units Per Carton
16.00
In Cart
$123.16
(Retail price: $153.95)
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With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
  • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
  • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
  • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
  • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
  • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
  • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
  • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
  • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
  • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
  • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
  • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

Judy S. Richardson

Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

Raymond F. Morgan

Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

Charlene Fleener

Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
  • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
  • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
  • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
  • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
  • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
  • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
  • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
  • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
  • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
  • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
  • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

Judy S. Richardson

Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

Raymond F. Morgan

Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

Charlene Fleener

Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
  • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
  • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
  • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
  • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
  • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
  • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
  • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
  • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
  • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
  • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
  • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

Judy S. Richardson

Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

Raymond F. Morgan

Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

Charlene Fleener

Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
  • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
  • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
  • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
  • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
  • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
  • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
  • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
  • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
  • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
  • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
  • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

Judy S. Richardson

Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

Raymond F. Morgan

Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

Charlene Fleener

Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

  • Product Description
  • With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
    • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
    • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
    • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
    • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
    • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
    • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
    • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
    • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
    • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
    • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
    • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

    Judy S. Richardson

    Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

    Raymond F. Morgan

    Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

    Charlene Fleener

    Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

  • Features
  • With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
    • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
    • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
    • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
    • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
    • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
    • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
    • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
    • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
    • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
    • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
    • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

    Judy S. Richardson

    Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

    Raymond F. Morgan

    Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

    Charlene Fleener

    Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

  • About the Author
  • With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
    • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
    • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
    • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
    • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
    • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
    • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
    • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
    • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
    • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
    • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
    • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

    Judy S. Richardson

    Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

    Raymond F. Morgan

    Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

    Charlene Fleener

    Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

  • Table of Contents
  • With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The book explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors? unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. A reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make this resource one of the most popular and effective books on the market.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
    • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
    • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
    • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
    • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
    • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
    • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
    • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
    • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
    • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
    • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
    • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
    • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
    • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario also includes questions for you to consider as you read the chapter.

    Judy S. Richardson

    Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

    Raymond F. Morgan

    Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

    Charlene Fleener

    Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.

 
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