‘This text helps the reader understand that students do not just learn to read in the primary grades. Students must continue to grow and become more sophisticated readers if we expect them to master varied content information and concepts. The strategies in this book provide a framework to support content area teachers as they strive to engage students and increase content literacy as well as content mastery.’
—Crystal Leu, Director of Curriculum
Lakeland School Corporation, La Grange, IN
Reading: a tool for learning in any subject area!
Although reading is an essential skill for learning in any discipline, many students in today′s secondary classrooms find reading tasks difficult and often fail to complete those assignments. Now this proven, step-by-step instructional model shows secondary teachers how to help students boost their reading comprehension, acquire knowledge through their reading, and process the information that they′ve learned.
Providing numerous classroom examples, the authors show teachers how to use research-based, high-effect strategies before, during, and after reading to increase student learning in various content and subject areas. Teachers learn how to help students:
- Prepare for learning and anticipate reading assignments through pre-lesson strategies such as previewing the text, activating prior knowledge, and developing questions
- Remain focused and engaged during reading assignments through strategies such as reciprocal teaching, jigsaw, and think-alouds
- Process and internalize newly learned information using strategies such as graphic organizers and summaries
Easy to implement, this method helps secondary teachers improve students′ content learning and reading ability at the same time!
Table des matières
List of Figures and Tables
Preface
Acknowledgments
About the Authors
1. Introduction
Lifelong Literacy Growth and Development
What to Teach
Research in Literacy
How This Book Helps
2. The Instructional Process
Before-Reading Activities
During-Reading Activities
After-Reading Activities
The Process
3. Before Reading
Background Knowledge
Developing Questions
Understanding and Using Text Structure
Previewing Text
Vocabulary
4. During Reading
Questioning
Jigsawing Text and Graphic Organizers
Reciprocal Teaching
Think-Alouds
Oral Reading
5. After Reading
Graphic Organizers
Written Summaries
The Importance of Writing
6. Putting It All Together
Students Today
Following Through With Assessment
What Does This Mean for Teachers?
Improving Content Learning and Literacy
Appendix: School Examples Using Instructional Framework
References
Index
A propos de l’auteur
Sarah F. Mahurt is the director of the Purdue Literacy Collaborative and associate professor of literacy and language at Purdue. Through her leadership, the Purdue Literacy Collaborative has trained more than 80 literacy coordinators to be literacy leaders and coaches in their schools. This project has reached more than 800 teachers who are improving their teaching of literacy and student achievement in literacy. She recently received the Department of Curriculum and Instruction’s Engagement Award for this school reform effort.Mahurt′s publications include articles on the integration of reading and writing, teacher development, and Caribbean children’s literature. She has also made numerous presentations on literacy teaching and learning in elementary schools and school reform in literacy education. She has consulted with schools and districts focusing on school improving student achievement in reading and writing. She recently chaired a committee to develop a statewide network of educators in Indiana who are focused on improving writing instruction.In more than 25 years as an educator, Mahurt has worked as a classroom teacher, reading specialist, and university professor. She was awarded the Celebrate Literacy Award from the St. Croix Chapter of the International Reading Association and the Alpha Kappa Alpha Outstanding Educator Award for her literacy work in St. Croix, Virgin Islands. She was also received the Teaching Excellence Award at the University of the Virgin Islands.
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