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

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

Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge
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Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge Paperback - 2010

by Lattimer, Heather

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Brand: National Council of Teachers of English, 2010-10-07. paperback. New. 7.30x0.50x9.20. Buy with confidence. Excellent Customer Service & Return policy.
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Details

  • Title Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge
  • Author Lattimer, Heather
  • Binding Paperback
  • Edition [ Edition: first
  • Condition New
  • Pages 188
  • Volumes 1
  • Language ENG
  • Publisher Brand: National Council of Teachers of English
  • Publication date 2010-10-07
  • Features Bibliography, Index
  • Bookseller's Inventory # DADAX0814108431
  • ISBN 9780814108437 / 0814108431
  • Weight 0.75 lbs (0.34 kg)
  • Dimensions 9.2 x 7.3 x 0.5 in (23.37 x 18.54 x 1.27 cm)
  • Size 7.30x0.50x9.20
  • Category Language Arts / Linguistics / Literacy
  • Library of Congress subjects Content area reading
  • Library of Congress Catalogue Number 2010029958
  • Dewey Decimal Code 428.407
  • Quantity available 6

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From the publisher

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.

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Citations

  • Reference and Research Bk News, 02/01/2011, Page 178

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