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Critical reading in the content areas 04/05

Author: Glenda Moss
Publisher: Dubuque, IA : McGraw-Hill/Dushkin, ©2005.
Series: Annual editions.
Edition/Format:   Print book : English : 1st ed
Database:WorldCat
Summary:
Intended for students, professionals, and researchers, this collection of readings from various resources is designed to help bridge the gap between principles and theories and the real world in the topic of critical reading in content areas.
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Document Type: Book
All Authors / Contributors: Glenda Moss
ISBN: 0072970731 9780072970739
OCLC Number: 156853356
Notes: Includes index.
Description: xiv, 241 pages : illustrations ; 28 cm.
Contents: Unit 1. Critical literacy theory : Exploring the links between critical literacy and developmental reading / Mellinee Lesley --
Saving black mountain, the promise of critical literacy in a multicultural democracy / Rebecca Powell, Susan Chambers Cantrell, and Sandra Adams --
What do we mean by literacy now / Jerome C. Harste --
Unit 2. Culture of literacy : Creating a middle school culture of literacy / Robert Feirsen --
Building sound literacy learning programs for young adolescents / Judith L. Irvin --
Improving Youth Adolescent Literacy Through Collaborative Learning / Karen D. Wood, Rachel L. McCormac, Diane Lapp, and James Flood --
Culture of literacy in science / Donna Hooker Topping and Roberta Ann McManus --
Unit 3. Adolescent motivation for literacy : Affective dimensions of content area reading / Alan M. Frager --
Activating Student Interest in Content Area Reading / Carla Mathison --
Enhancing Young Adolescents' Motivation for Literacy Learning / Nancy B. Mizelle --
Unit 4. Textbook reading and comprehension: Reading and understanding textbooks / Katherine E. Misulis --
Assessing students' skills in using textbooks, the textbook awareness and performance profile (TAPP) / Rebecca Bell Sammons and Beth Davey --
Fostering students' understanding of challenging texts / Susan Watts and Michael F. Graves --Searching for information in textbooks / Mariam Jean Dreher --
Teachers' views of textbooks and text reading instruction, experience matters / Deborah Menke and Beth Davey --
Teacher-Directed and Student-Mediated Textbook Comprehension Strategies / Catherine J. Reynolds and Spencer J. Salend --
The Directed Questioning Activity for Subject Matter Text / Randall James Ryder --
Scaffolding Adolescents' Comprehension of Short Stories / David N.E. Fournier and Michael F. Graves --
Unit 5. Content area reading strategies across the curriculum: Developing critical understanding of the specialized language of school science and history texts, a functional grammatical perspective / Len Unsworth --
Learning from social studies textbooks, why some students succeed and others fail / Elton G. Stetson and Richard P. Williams --
Reading across the great divide, English and math teachers apprentice one another as readers and disciplinary insiders / David Donahue --
The Effect of Learning Mathematical Reading Strategies on the Secondary Students' Homework Grades / Elliott Ostler --
Comprehending Multiple Texts: A Theme Approach Incorporating the Best of Children's Literature / Raymond P. Kettell and Nancy L. Douglas --
Celebrating Literature in a Comprehensive Middle School Program / Marguerite Cogomo Radencich and Anita Meyer Meinbach --
Literature for Children and Young Adults in a History Classroom / Judy E. Van Middendorp and Sharon Lee --Unit 6. Assessing literacy and content : Using alternative assessment to provide options for student success / Dorie Combs --
Giving Voice to Middle School Students Through Portfolio Assessment: A Journey of Mathematical Power / Karen M. Higgins and Mary Ann Heglie-King --
Dismantling the Factory Model of Assessment / Frank W. Serafini --
Unit 7. Critical literacy perspectives: Tales from two textbooks, a comparison of the Civil Rights movement in two secondary history textbooks / Terrie L. Epstein --
Story of ourselves, fostering multiple historical perspectives / Michael O. Tunnell and Richard Ammon --
Using textbooks with students who cannot read them / Jean Ciborowski --
Guidelines for Adapting Content Area Textbooks: Keeping Teachers and Students Content / Jeanne Shay Schumm and Kelly Strickler --
Assessing Students with Difficult Textbooks: Teacher Perception and Practices / Jeanne Shay Schumm, Sharon Vaughn, and Linda Saumell --
Dialogue in Teaching is Critical Instruction / Glenda Moss.
Series Title: Annual editions.
Responsibility: editor, Glenda Moss.

Abstract:

Intended for students, professionals, and researchers, this collection of readings from various resources is designed to help bridge the gap between principles and theories and the real world in the topic of critical reading in content areas.

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