Content Area Reading: Literacy and Learning Across the Curriculum 13th Edition
Genres: Education & Teaching
Book Preface
About this Book
to chapter topics and the strategies used to address
those challenges. See Chapters 1, 2, 3, 6, and 8. Many
The 13th edition of Content Area Reading: Literacy and
instructional examples have been replaced and up-
Learning across the Curriculum continues to reflect an
dated throughout the text.
ever-expanding knowledge base grounded in research
and practice in the areas of content literacy, instructional
scaffolding, differentiated instruction, student diversity, Key Content Updates by Chapter and new literacies. It continues to emphasize a contemporary, functional approach to content literacy instruction. In Updates of new research and ways of thinking about literacy, a functional approach, content area teachers learn how to learning, and instructional practice appear throughout the integrate literacy-related strategies into instructional rou-chapters. Updated content and features by chapter include
tines without sacrificing the teaching of content. Our intent the following: is not to morph a content teacher into a reading specialist
• Chapter 1, Literacy Matters, is updated to reflect or writing instructor. Rather, our goal has always been, and
changes in education policy and standards. A new
shall continue to be, to improve the overall coverage of in-
Voices from the Field segment presents the perspec-
structional strategies and practices that remain at the heart
tive of an instructional coach supporting content area
of this book.
teachers as they respond to these changes. The chapter
discusses using technology integration to support col-
New to This Edition
laborative learning across content areas.
In this edition, chapter content has been rigorously updated
• Chapter 2, Learning with New Literacies, reflects the to reflect current theory, research, and practice related to lit-prevalence of technology in schools and provides nu-
eracy and learning across the curriculum. New and updated
merous new strategies and models, such as SAMR and
content and features of this text include the following:
the TPACK Framework, for integrating technology into
content area classrooms. We offer suggestions for inte-
• Expanded emphasis on what it means to be literate in
grating social media tools in ways that increase digital
an age of ever-increasing new literacies. See Chapters
citizenship and responsibility among students.
2, 9, and 10.
• Chapter 3, Culturally Responsive Teaching in Diverse
• New suggestions for supporting English Learners in
Classrooms, is expanded to include a more detailed
comprehending content area vocabulary and texts.
analysis of culturally relevant pedagogy and teaching
See Chapter 6, Box 6.1: “Evidence-Based Practices: The for cultural understanding. We have included new
Intersections of Literacy and Culture”; Chapter 7, Box
strategies for supporting culturally and linguistically
7.2: “Supporting English Learners”; and in Chapter 8,
diverse students and have added a new Voices from the
Box 8.1: “Voices from the Field” on the challenges of
Field segment on using technology to support literacy
differentiating instruction and Box 8.5: “Supporting
development.
English Learners.”
• Chapter 4, Assessing Students and Texts, discusses
• Attention to the use of formative assessment to sup-
emergent content standards and their impact on
port data-based instructional decision making. See
assessment and data-driven instruction. The chapter is
Chapter 4.
enhanced with new strategies for information assess-
• An expanded emphasis on and new examples of learn-
ment, a discussion of a formative assessment teaching
ing with multiple texts, including both classic and con-
cycle, and a framework for integrating data collection
temporary adolescent literature. See Chapters 5 and 11.
and instructional decision making.
• Updated disciplinary literacy features in many chap-
• Chapter 5, Planning Instruction for Content Literacy,
ters to show how teachers adapt various aspects of
contains updated information on incorporating aca-
content literacy instruction to meet the demands and
demic vocabulary in lesson planning and offers numer-
peculiarities of their disciplines. See Chapter 7, Box 7.4:
ous updating strategy applications, including those for
“Using Discipline Literacy with Project Planning in a
collaborative interactions and group investigations.
Business Classroom,” and Chapter 9, Box 9.4: “Using
• Chapter 6, Activating Prior Knowledge and Interest,
Disciplinary Literacy to Explore the Real-Life Tasks of a
contains a new Evidence-Based Practices box on “The
Multimedia Story Teller.”
Intersections of Literacy and Culture” as well as a new
• Updated Voices from the Field features in many
Voices from the Field segment from the perspective of a
chapters. This feature captures the challenges that in-
first-year teacher who applies multimedia methods to
structional team members have encountered relative
activate students’ prior knowledge and interest.
xi
xii Preface
• Chapter 7, Guided Reading Comprehension, offers ideas in action. These video examples illustrate stu-new suggestions for supporting English Learners and a
dents and teachers working in classrooms and also
new Disciplinary Literacy Box that applies disciplinary
describe how students and their teachers wrestle
literacy principles to project planning in a business
with challenges and dilemmas they encounter in
class. New, updated examples are offered for the QAR
classrooms.
strategy.
• Self-Checks. In each chapter, self-check quizzes help
• Chapter 8, Developing Vocabulary and Concepts, in-assess how well learners have mastered the con-
cludes new content for supporting English Learners, a
tent. The self-checks are made up of self-grading,
New Voices from the Field segment from the perspec-
multiple-choice items that not only provide feedback
tive of a high school English teacher working to meet
on whether questions are answered correctly or incor-
the diverse vocabulary needs of her students, and new
rectly but also provide rationales for both correct and
strategy application examples.
incorrect answers.
• Chapter 9, Writing Across the Curriculum, includes
• Application Exercises. These exercises give learners op-
new information on applying disciplinary literacy
portunities to practice applying the content from the
principles to real-life tasks through multimedia
chapters. The questions in these exercises are usually
story telling. Updated strategy examples are offered
constructed responses. Once learners provide their own
throughout the chapter.
answers to the questions, they receive feedback in the
• Chapter 10, Studying Text, contains many new ex-form of model answers written by experts.
amples of literacy applications across content areas. It
includes a discussion of electronic text structure as it re-
lates to studying text.
Organization and Features
• Chapter 11, Learning with Multiple Texts, incorporates of This Edition updated, research-based strategies for teaching with
contemporary literature that addresses complex topics. As part of the revision process for this edition, we decided The chapter broadens its emphasis to include multiple to keep the same structure as the previous edition by or-texts, graphic nonfiction, e-books, and databases. It in-
ganizing chapters into two main parts. Part I, “Learners,
cludes expanded suggestions for strategy applications, Literacies, and Texts,” places the focus on the cultural, lin-especially with new technologies.
guistic, and academic diversity of today’s learners, their
personal and academic literacies, and the kinds of texts
that are integral to their lives in and out of school. Part II,
MyLab Education
“Instructional Practices and Strategies,” contains a multi-
One of the most visible changes, and one of the most sig-
tude of evidence-based instructional strategies waiting to be
nificant in the 13th edition, is the expansion of the digital adapted to meet the conceptual demands inherent in disci-learning and assessment resources embedded in the e-text plinary learning.
and the inclusion of MyLab Education in the text. MyLab
Changes are interwoven throughout the e-text and the
Education is an online homework, tutorial, and assessment traditional print edition in the form of new disciplinary lit-program designed to engage learners and improve learning. eracy boxes, new Voices from the Field segments, updated Within its structured environment, learners see key concepts content in many of the chapters, updated references, and demonstrated through real classroom video footage, prac-new examples of instructional strategies. This edition is en-
tice what they learn, test their understanding, and receive hanced by new online resources in the MyLab Education in feedback to guide their learning and to ensure their mastery the Enhanced E-text, including video examples, self-check of key learning outcomes. Designed to bring learners more assessments, and application exercises. These activities and directly into the world of content area classrooms and to strategies are powerful tools for supporting students as they help them see the real and powerful impact of ideas covered think and learn with text.
in this book, the online resources in MyLab Education with
This edition of Content Area Reading retains many of
the Enhanced eText include:
the features of the previous edition while improving its
overall coverage of content literacy topics. In every chap-
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