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|All Authors / Contributors:||
Anthony V Manzo; Ula Casale Manzo; Thomas H Estes
|Notes:||Previous ed.: 2001.|
|Contents:||Section I. Foundations of Content Area Literacy. Chapter 1. Content Aea Literacy's Breakthrough Era: Why and What Teachers Should Know. Introduction to content area literacy, with a look at a simple teaching method-the Listen-Read-Discuss-for improving reading and learning in any subject material. Chapter 2. Literacy Concepts and Terminology to Help You Get Started. A closer look at the cognitive processes involved in reading comprehension, and a method -the Oral Reading Strategy-for teaching active reading-thinking strategies. Chapter 3. Elements and Frameworks for Interactive Instruction in Content Area Reading and Writing. Elements of the interactive classroom, and an instructional frameworks for reading- and writing-based instruction. Section II. Reading and Learning from Text. Chapter 4. Prereading Methods for Schema Activation, Purpose Setting, and Life-Long Learning. Methods for modeling questioning strategies for prereading schema activation, and approaches to reading before reading. Chapter 5. Method s for Guiding Silent Reading. Techniques for actively monitoring comprehension, four types of reading guides, and a look at what's in store for built-in hypertext reading guides. Chapter 6. Methods for Post-reading Schema Building. Teacher-directed and peer group formats for postreading recitation and discussion to consolidate learning. Section III. Complements to Content Area Reading: Vocabulary, Higher-Order Literacy, Writing to Learn, Assessment, and Study Skills in the Disciplines. Chapter 7. Methods for Vocabulary and Concept Development. Methods for alerting students to new words before they read, and for acquiring new vocabulary during and after reading. Chapter 8. Critical-Constructive Reading, Writing, Thinking, and Telecomputing. Guiding reading and thinking "beyond the lines" with methods that transform as well as inform. Chapter 9. Reading and Writing to Learn: Across the Grades and Across the Content Areas. Three complementary topic areas: emergent content area literacy, the use of literature and trade books to teach content, and the use of writing to enhance student learning. Chapter 10. Interactive Assessment for Active Self-Monitoring. Evaluation of student reading and writing, estimating the difficulty of text materials, and matching students and materials. Chapter 11. Reading, Learning, and Remembering: Study Methods and MindTools. Methods for building efficient independent reading-study-thinking habits. Section IV. Literacy Applications, Issues for Special Needs Students, and School-Wide Content Area Literacy Implementation. Chapter 12. Discipline-Specific Applications of the Content Area Literacy Technology. Literacy considerations and methods especially suited to reading-based instruction in each subject area. Chapter 13. Content Area Literacy Support for ELL, LD, and Other Students with Special Needs. Principles and methods for meeting the needs of all students within and outside the content classroom. Chapter 14. Literacy Leadership and Content Area Programming. Traditional and pioneering program designs and leadership roles in the schoolwide literacy program. Appendix A. Model Professional Portfolio Recorder and Planner. Appendix B. School Reforms and Reformers. Appendix C. Core Functioning Inventory. References. Index.|
|Responsibility:||Anthony V. Manzo, Ula C. Manzo, Thomas H. Estes.|