This volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed.
Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner.
The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.

This volume explores higher level, critical, and creative thinking, as well as reflective decision making and problem solving -- what teachers should emphasize when teaching literacy across the curriculum. Focusing on how to encourage learners to become independent thinking, learning, and communicating participants in home, school, and community environments, this book is concerned with integrated learning in a curriculum of inclusion. It emphasizes how to provide a curriculum for students where they are socially interactive, personally reflective, and academically informed.
Contributors are authorities on such topics as cognition and learning, classroom climates, knowledge bases of the curriculum, the use of technology, strategic reading and learning, imagery and analogy as a source of creative thinking, the nature of motivation, the affective domain in learning, cognitive apprenticeships, conceptual development across the disciplines, thinking through the use of literature, the impact of the media on thinking, the nature of the new classroom, developing the ability to read words, the bilingual, multicultural learner, crosscultural literacy, and reaching the special learner.
The applications of higher level thought to classroom contexts and materials are provided, so that experienced teacher educators, and psychologists are able to implement some of the abstractions that are frequently dealt with in texts on cognition. Theoretical constructs are grounded in educational experience, giving the volume a practical dimension. Finally, appropriate concerns regarding the new media, hypertext, bilingualism, and multiculturalism as they reflect variation in cognitive experience within the contexts of learning are presented.

This volume begins with an overview of theories supporting natural language development-Piagetian, Vygotskian, and cognitive or information processing. Following the theoretical basis for natural language processes in reading and writing, chapters explore the following: how young children acquire rapid growth in oral language without direct instruction; the universality of play in language learning; and portfolio assessment. The contributors develop specific approaches for developing literacy, as chapters focus on the development of preschool early writing, in-school techniques for developing effective collaborative writing experiences, recommendations for creating and facilitating literacy classrooms, children's literature, metacognition in the reading process, and the notion of the theme unit through literature.

We are truly in a new technical era where we must understand other cultures and languages and where our workforce will increasingly be limited in proficiency with English. At the time of entering the workforce this population will need a whole new set of abilities with which to function. Based on their many years of experience in the Parents Reading Conference at Fordham University, their labors at the Westchester Reading Council, and the Reading Institute at Fordham University, the authors have written an essential work addressing literacy in the classroom. Included is an examination of the issues surrounding literacy and transmission of culture, implementation issues such as how to set up and manage an interactive elementary classroom, how to evaluate student behavior using the techniques of story telling, how to translate story-telling to its visual forms, and finally an in-depth investigation into integrating literacy through all subject areas.