TY  - BOOK
AU  - Richardson,Judy S.
AU  - Morgan,Raymond F.
TI  - Reading to learn in the content areas
SN  - 9780534203283
U1  - 428.40712 20
PY  - 1994///
CY  - Belmont, Calif.
PB  - Wadsworth Pub. Co.
KW  - Content area reading
KW  - United States
N1  - 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. 

; Includes bibliographical references and index
ER  -