Reading to learn in the content areas /
Judy Richardson & Raymond F. Morgan.
- 2nd edition
- Belmont, Calif. : Wadsworth Pub. Co., c1994.
- xviii, 558 p. : ill. ; 25 cm.
Contents;
Part one: Foundations Chapter 1: Content reading instruction: A principled view and a framework for instruction A framework for content reading instruction PAR - A framework for instruction Literacy in the schools etc.
Chapter 2: Affective teaching in content areas The importance of affect to reading A model of affective comprehension Locus of control and the affective teaching of reading etc.
Part two: Preparation Chapter 3: Preparation: Text-based solutions Spending instructional time wisely: The issue of teacher resistance What is readability? Ways to determine if text-based problems exist etc.
Chapter 4: Preparation: Reader-based solutions The importance of reader background About Schemata Prior knowledge and interest etc.
Part three: Assistance and reflection Chapter 5: Assisting reading comprehension Reading comprehension: A reading-to-learn perspective Text coherence facilitates comprehension Instructional context facilitates comprehension etc.
Chapter 6: Reflecting on reading Reflection Critical thinking Extending the reading experience etc.
Part four: How PAR works Chapter 7: Teaching vocabulary through PAR The importance of vocabulary instruction Preparing students to read through vocabulary instruction Assisting students in vocabulary development etc.
Chapter 8: Writing and reading to learn Writing for learning in content areas Preparation/prewriting in content subjects The role of writing as assisted comprehension etc.
Chapter 9: Study strategies and systems of study Study as hard work Reading and study skills Study skills assessment etc.
Chapter 10: Cooperative study for reflection and retention What is cooperative study? Developing responsibility Types of cooperative study etc.
Part five: Special applications Chapter 11: Reading for at-risk students Characteristics of at-risk students Identifying and helping the at-risk student Students with limited English proficiency etc.
Chapter 12: Supporting the textbook with literature Why textbooks need supplementing Elements of effective literature-based classrooms The importance of read-alouds etc.