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This text addresses instructional issues and provides a wealth of
classroom strategies to help all middle and secondary teachers
effectively enable their students to develop both content concepts
and strategies for continued learning. The goal is to help teachers
model, through excellent instruction, the importance of lifelong
content-area learning. This working textbook provides students
maximum interaction with the information, strategies, and examples
presented in each chapter. Each chapter includes a graphic
organizer, a chapter overview, a Think Before Reading Activity, one
or more Think While Reading Activities, and a Think After Reading
Activity. The activities present questions and scenarios designed
to integrate students' previous knowledge and experience with their
new learnings about issues related to content area reading,
literacy, and learning, and to serve as catalysts for thinking and
discussions. New in the Third Edition: the latest information on
literacy strategies in every content area; research-based
strategies for teaching students to read informational texts;
up-to-date information for differentiating instruction for
English-speaking and non-English speaking students; an examination
of youth culture and the role it plays in student learning; a look
at authentic learning in contexts related to the world of work;
ways of using technology and media literacy to support content
learning; suggestions for using writing in every content area to
enhance student learning; ideas for using multiple texts for
learning content; a focus on the assessment-instruction connection;
and strategies for engaging and motivating students. This volume is
intended as a primary text forcourses on middle and high school
content area literacy and learning.
This text makes available in a concise format the chapters
comprising the research methodology section of the Handbook of
Research on Teaching the English Language Arts, Second Edition. An
introduction, designed to give K-12 teachers an understanding of
the basic categories and functions of research in teaching, and is
followed by chapters addressing teacher professionalism and the
rise of multiple literacies; empirical research; longitudinal
studies; case studies; ethnography; teacher research; teacher
inquiry into literacy, social justice, and power; synthesis
research; fictive representation; and contemporary methodological
issues and future direction in research on the teaching of English.
Methods of Research on Teaching the English Language Arts is
well-suited for use in upper-level undergraduate and graduate-level
literacy research methods courses.
In an era characterized by the rapid evolution of the concept of
literacy, the Handbook of Research on Teaching Literacy Through the
Communicative and Visual Arts focuses on multiple ways in which
learners gain access to knowledge and skills. The handbook explores
the possibilities of broadening current conceptualizations of
literacy to include the full array of the communicative arts
(reading, writing, speaking, listening, viewing) and to focus on
the visual arts of drama, dance, film, art, video, and computer
technology. The communicative and visual arts encompass everything
from novels and theatrical performances to movies and video games.
In today's world, new methods for transmitting information have
been developed that include music, graphics, sound effects, smells,
and animations. While these methods have been used by television
shows and multimedia products, they often represent an unexplored
resource in the field of education. By broadening our uses of these
media, formats, and genres, a greater number of students will be
motivated to see themselves as learners. In 64 chapters, organized
in seven sections, teachers and other leading authorities in the
field of literacy provide direction for the future: I. Theoretical
Bases for Communicative and Visual Arts Teaching Paul Messaris,
Section Editor II. Methods of Inquiry in Communicative and Visual
Arts Teaching Donna Alvermann, Section Editor III. Research on
Language Learners in Families, Communities, and Classrooms Vicki
Chou, Section Editor IV. Research on Language Teachers: Conditions
and Contexts Dorothy Strickland, Section Editor V. Expanding
Instructional Environments: Teaching, Learning, and Assessing the
Communicative and Visual Arts Nancy Roser, Section Editor VI.
Research Perspectives on the Curricular, Extracurricular, and
Policy Perspectives James Squire, Section Editor VII. Voices from
the Field Bernice Cullinan and Lee Galda, Section Editors The
International Reading Association has compiled in the Handbook of
Research on Teaching Literacy Through the Communicative and Visual
Arts an indispensable set of papers for educators that will enable
them to conceptualize literacy in much broader contexts than ever
before. The information contained in this volume will be extremely
useful in planning literacy programs for our students for today and
tomorrow.
This popular text, now in its Fourth Edition, introduces
pre-service and in-service teachers to the most current theories
and methods for teaching literacy to children in elementary
schools. The methods presented are based on scientific findings
that have been tested in many classrooms. A wealth of examples,
hands-on activities, and classroom vignettes--including lesson
plans, assessments, lists of children's literature books to fiction
and nonfiction texts, and more--illustrate the methods and bring
them to life.The text highlights the importance of teaching EVERY
child to become competent in all of the nuances and complexities of
reading, writing, and speaking.The value of reflection and peer
discussion in learning to expand their students' literacies is
emphasized. Readers are encouraged to reflect on their own
experiences with reading and teaching throughout their
lifetimes--experiences that will serve well in learning to teach
reading. "Your Turn" boxes invite readers to think about their
views of the material presented, and to talk with colleagues and
teachers about their "best ways" of learning this new information.
"Did You Notice?" boxes engage readers in observation and analysis
of methods and classroom situations discussed in the text.
Teachers' stories serve as models of successful teaching and to
draw readers into professional dialogue about the ideas and
questions raised. End-of-chapter questions and activities provide
additional opportunities for reflection and discussion. All of
these pedagogical features help readers expand and refine their
knowledge in the most positive ways.Topics covered in Teaching
Reading to Every Child, Fourth Edition:Getting to Know Your
Students as Literacy Learners;Looking Inside Classrooms: Organizing
Instruction;Assessing Reading Achievement;The Importance of Oral
Language in Developing Literacy;Word Identification Strategies:
Pathways to Comprehension;Vocabulary D
This text makes available in a concise format the chapters
comprising the research methodology section of the Handbook of
Research on Teaching the English Language Arts, Second Edition. An
introduction, designed to give K-12 teachers an understanding of
the basic categories and functions of research in teaching, is
followed by chapters addressing teacher professionalism and the
rise of "multiple literacies"; empirical research; longitudinal
studies; case studies; ethnography; teacher research; teacher
inquiry into literacy, social justice, and power; synthesis
research; fictive representation; and contemporary methodological
issues and future direction in research on the teaching of English.
Methods of Research on Teaching the English Language Arts is
well-suited for use in upper-level undergraduate and graduate-level
literacy research methods courses.
How can teachers make content-area learning more accessible to
their students? This text addresses instructional issues and
provides a wealth of classroom strategies to help all middle and
secondary teachers effectively enable their students to develop
both content concepts and strategies for continued learning. The
goal is to help teachers model, through excellent instruction, the
importance of lifelong content-area learning. This working textbook
provides students maximum interaction with the information,
strategies, and examples presented in each chapter. This book is
organized around five themes: Content Area Reading: An Overview The
Teacher and the Text The Students The Instructional Program School
Culture and Environment in Middle and High School Classrooms.
Pedagogical features in each chapter include: a graphic organizer;
a chapter overview, Think Before, Think While and Think After
Reading Activities - which are designed to integrate students'
previous knowledge and experience with their new learnings about
issues related to content area reading, literacy, and learning, and
to serve as catalysts for thinking and discussions. This textbook
is intended as a primary text for courses on middle and high school
content area literacy and learning.
In an era characterized by the rapid evolution of the concept of
literacy, the Handbook of Research on Teaching Literacy Through the
Communicative and Visual Arts focuses on multiple ways in which
learners gain access to knowledge and skills. The handbook explores
the possibilities of broadening current conceptualizations of
literacy to include the full array of the communicative arts
(reading, writing, speaking, listening, viewing) and to focus on
the visual arts of drama, dance, film, art, video, and computer
technology. The communicative and visual arts encompass everything
from novels and theatrical performances to movies and video games.
In today's world, new methods for transmitting information have
been developed that include music, graphics, sound effects, smells,
and animations. While these methods have been used by television
shows and multimedia products, they often represent an unexplored
resource in the field of education. By broadening our uses of these
media, formats, and genres, a greater number of students will be
motivated to see themselves as learners. In 64 chapters, organized
in seven sections, teachers and other leading authorities in the
field of literacy provide direction for the future: I. Theoretical
Bases for Communicative and Visual Arts Teaching Paul Messaris,
Section Editor II. Methods of Inquiry in Communicative and Visual
Arts Teaching Donna Alvermann, Section Editor III. Research on
Language Learners in Families, Communities, and Classrooms Vicki
Chou, Section Editor IV. Research on Language Teachers: Conditions
and Contexts Dorothy Strickland, Section Editor V. Expanding
Instructional Environments: Teaching, Learning, and Assessing the
Communicative and Visual Arts Nancy Roser, Section Editor VI.
Research Perspectives on the Curricular, Extracurricular, and
Policy Perspectives James Squire, Section Editor VII. Voices from
the Field Bernice Cullinan and Lee Galda, Section Editors The
International Reading Association has compiled in the Handbook of
Research on Teaching Literacy Through the Communicative and Visual
Arts an indispensable set of papers for educators that will enable
them to conceptualize literacy in much broader contexts than ever
before. The information contained in this volume will be extremely
useful in planning literacy programs for our students for today and
tomorrow.
This popular text, now in its Fourth Edition, introduces
pre-service and in-service teachers to the most current theories
and methods for teaching literacy to children in elementary
schools. The methods presented are based on scientific findings
that have been tested in many classrooms. A wealth of examples,
hands-on activities, and classroom vignettes--including lesson
plans, assessments, lists of children's literature books to fiction
and nonfiction texts, and more--illustrate the methods and bring
them to life.The text highlights the importance of teaching EVERY
child to become competent in all of the nuances and complexities of
reading, writing, and speaking. The value of reflection and peer
discussion in learning to expand their students' literacies is
emphasized. Readers are encouraged to reflect on their own
experiences with reading and teaching throughout their
lifetimes--experiences that will serve well in learning to teach
reading. "Your Turn" boxes invite readers to think about their
views of the material presented, and to talk with colleagues and
teachers about their "best ways" of learning this new information.
"Did You Notice?" boxes engage readers in observation and analysis
of methods and classroom situations discussed in the text.
Teachers' stories serve as models of successful teaching and to
draw readers into professional dialogue about the ideas and
questions raised. End-of-chapter questions and activities provide
additional opportunities for reflection and discussion. All of
these pedagogical features help readers expand and refine their
knowledge in the most positive ways. Topics covered in Teaching
Reading to Every Child, Fourth Edition: *Getting to Know Your
Students as Literacy Learners; *Looking Inside Classrooms:
Organizing Instruction; *Assessing Reading Achievement; *The
Importance of Oral Language in Developing Literacy; *Word
Identification Strategies: Pathways to Comprehension; *Vocabulary
Development; *Comprehension Instruction: Strategies At Work;
*Content Area Learning; *What the Teacher Needs to Know to Enable
Students' Text Comprehension; *Writing: Teaching Students to Encode
and Compose; *Discovering the World Through Literature; *Technology
and Media in Reading; *Teaching Reading to Students Who Are
Learning English; *All Students are Special: Some Need Supplemental
Supports and Services to Be Successful; and *Historical
Perspectives on Reading and Reading Instruction. New in the Fourth
Edition: *A new chapter on technology with state-of-the-art
applications; *A new chapter with the most up-to-date information
on how vocabulary is learned and on how it is best taught,
responding to the national renewed interest in vocabulary
instruction; *A new section on Readers/Writer's workshop with a
focus on supporting student inquiry and exploration of multiple
genres; *A more comprehensive chapter on literature instruction and
the role of literature in the reading program with examples that
support students' multigenre responses; *A discussion of literary
theories with examples for classroom implementation; *Broader
coverage of the phases of reading development from the
pre-alphabetic stage to the full alphabetic stage; *A more
inclusive chapter on writing instruction; and *A thoroughly revised
chapter on teaching reading to students who are learning English,
including extensive information on assessment and evaluation.
The Handbook of Research on Teaching Literacy Through the
Communicative and Visual Arts, Volume II brings together
state-of-the-art research and practice on the evolving view of
literacy as encompassing not only reading, writing, speaking, and
listening, but also the multiple ways through which learners gain
access to knowledge and skills. It forefronts as central to
literacy education the visual, communicative, and performative
arts, and the extent to which all of the technologies that have
vastly expanded the meanings and uses of literacy originate and
evolve through the skills and interests of the young. 1997, visual
and performative have come to be almost synonymous with
communicative, and literacy research has come to encompass much
more than decoding and encoding of verbal material. Literacy is now
rarely spoken of in the singular or without descriptors such as
multi-modal. Along with this marked shift has come the widespread
recognition that teachers and students have to become learners
together.
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