Secondary School Literacy Instruction The Content Areas

ISBN-10: 0618299947

ISBN-13: 9780618299942

Edition: 8th 2004

Authors: Betty D. Roe, Barbara D. Stoodt, Paul C. Burns, Barbara D. Stoodt-Hill

List price: $103.55
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This book is known for its practical explanations of reading, writing, and study strategies. Its motivational pedagogy helps pre-service teachers learn to improve their students' progress, making the text especially appealing to the non-literacy teaching majors who are required to take this course. The chapter on Diversity includes new coverage of English Language Learners, cultural diversity, and collaboration between general and special education teachers. A matrix of content-area coverage lists places throughout the book where material on specific content areas can be found. Marginal icons highlight where specific content material appears in the text.
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Book details

List price: $103.55
Edition: 8th
Copyright year: 2004
Publisher: CENGAGE Learning
Publication date: 4/8/2003
Binding: Paperback
Pages: 514
Size: 8.00" wide x 9.00" long x 0.75" tall
Weight: 2.442
Language: English

Betty D. Roeis Professor Emerita at Tennessee Technological University in Cookeville and was Director of Doctoral Studies for the College of Education.nbsp; She has taught courses in reading and language arts methods, library science, and computers, and has supervised reading practicum students and student teachers across all grade levels and all subject areas.nbsp; She received her Ed.D. in Curriculum and Instruction from the University of Tennessee, Knoxville.nbsp; She is a former classroom teacher and has worked with diagnosis and remediation of reading difficulties for students in all grade levels in clinical situations.nbsp; Betty has authored or co-authored 47 books, most of which are college methods textbooks, and numerous professional journal articles.nbsp; She has given many professional presentations on reading and language arts instruction, as well as storytelling presentations for all age groups, locally, regionally, nationally, and internationally.nbsp; She is active in several professional organizations at local, state, national, and international levels. nbsp; Sandra Hope Smith, Associate Professor in the Department of Curriculum and Instruction at Tennessee Technological University, received a Master of Arts Degree in Special Education in 1981, a Specialist in Education Degree in Curriculum/Reading in 1989, and a Doctor of Education Degree with a concentration in Curriculum and Instruction in 2006.nbsp; Sandra currently serves as the Director of Teacher Education and coordinates all of the field and clinical experiences for preservice candidates in licensure programs.nbsp; She teaches undergraduate and graduate courses in literacy and assessment, and facilitates the introduction to teaching courses for the College of Education.nbsp; She presents regularly at state and national conferences and has co-authored books in the fields of storytelling, literacy development, and the teaching of reading in elementary and middle schools. nbsp; Elinor P. Ross, Professor Emerita from Tennessee Technological University, taught reading methods and childrenrsquo;s literature courses for 31 years.nbsp; She has authored or co-authored 21 books and has presented papers regionally, nationally, and internationally.nbsp; She coordinates the Reading Is Fundamental program, edits two newsletters, and tutors at a local elementary school.

Contents of Literary Instruction in a Technological Age
Content Area Literacy in a Changing World Literacy Demands on Secondary School Students Literacy Lens--The Content Areas Reading Instruction in the Content Area Curriculum Reading Performance and Standards
Integrating Technology in Content Area Literacy Instruction Building on Past Experience with Technology Working with Newer Technologies Evaluating Literacy Applications Advantages of Technology in the Classroom Integrating Technology into the Curriculum Perspective on Technology Use for Literacy Learning Tomorrow
Strategies for Learning: Constructing Meaning and Studying
A Conceptual Approach to Developing Meaningful Vocabulary Word Knowledge How Do Students Learn Words and Concepts? Creating Effective Vocabulary Instruction Conceptual Relationships Contextual Connections A Conceptual, Contexualized Approach to the Instruction of Specific Words Additional Strategies for Students' Vocabulary Learning
The Process of Constructing Meaning in Texts Multiple Literacies and Reading Comprehension Linguistic and Cognitive Components of Comprehension The Contexts of Reading Comprehension
Strategies for Construction Meaning in Texts Strategic Readers Types of Thinking and Reading Authentic Reading Tasks Strategies to Increase Comprehension Enhancing Comprehension Before, During, and After Reading
Location and Organization of Information Location Skills Organizational Skills
Reading-Study Strategies for Textbook Use Preparation for Study Importance of a Study Method Reading to Follow Directions Graphic Aids Adjusting Rate to Fit Purpose and Materials Fluency Retention Test Taking
Applying Literacy Instruction in the Content Area
Writing in the Content Area The Relationships Among Reading, Writing, and Thinking The Process Approach to Writing in the Content Areas Types of Writing-to-Learn in the Content Areas Evaluation of Writing
Literature-Based and Thematic Approaches to Content Area Teaching Values and Uses of Literature in the Secondary School Curriculum Literature Instruction Activities to Encourage Students' Response to Literature Developing Thematic Teaching Units
Reading in the Content Areas: I Introduction to Reading Content Material Content Area Discourse Content Strategies and Assignments Content Text Structures Integrated Curriculum Social Studies Content Science and Health Content Mathematics Content English (Language Arts) Content Foreign Languages
Reading in the Content Areas: II Literacy for Career-Related Education Aspects of Vocational Literacy Applications of Literacy Strategies
Instruction and Assessment of All Learners
Content Literacy for Diverse Students Diverse Readers in Content Classes Classroom Diversity Guiding Diverse Readers in Content Classes Content Instruction for English Language Learners (ELLs) Motivating Diverse Students The Instructional Process Instructional Strategies for Diverse Populations Content Reading Strategies Organizing and Remembering Strategies
Classroom Literacy Assessment Norm-Referenced Tests Criterion-Referenced Tests Classroom-Based Assessments Assessing the Readability of Printed Materials Computer Applications to Assessment
Name Index
Subject Index
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