Content Area Reading: Literacy and Learning Across the Curriculum - Tapa blanda

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Content Area Reading remains the market-leading text in content literacy and maintains the authors’ original objective–to offer an ambitious, coherent, and workable exploration of content literacy. Celebrating its 30th university, Vacca, Vacca, and new-to-this-edition co-author Mraz, have written this text to be an active learning tool, complete with real-world examples and research-based practices. Thoroughly updated, the text has been completely reorganized into two parts: Part 1, “Learners, Literacies, and Texts”, places the focus on the cultural, linguistic, and academic diversity of today’s learners; their personal and academic literacies, and the kinds of texts that are integral to their lives in and out of schools. Part 2, “Instructional Practices and Strategies”, contains a multitude of evidence-based instructional strategies waiting to be adapted to meet the conceptual demands inherent in disciplinary learning. Accessible and comprehensible, the text provides a foundation that can be applied across the disciplines, meeting the needs of all students.

Contraportada

First published in 1981, Content Area Reading: Literacy and Learning Across the Curriculum, has undergone multiple revisions over the years to reflect the changing field content area literacy and its ever adapting literacy practices. Teachers across the curriculum will enjoy the books focus on what it means to be literate in the 21st century. The text helps content area teachers plan and adapt literacy and learning to meet the needs of all students, including struggling readers and writers. Part 1, “Learners, Literacies, and Texts”, places the focus on the cultural, linguistic, and academic diversity of today’s learners; their personal and academic literacies, and the kinds of texts that are integral to their lives in and out of schools. Part 2, “Instructional Practices and Strategies”, contains a multitude of evidence-based instructional strategies waiting to be adapted to meet the conceptual demands inherent in disciplinary learning. Through their revisions, Vacca, Vacca, and Mraz continue to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum.

Here’s what makes this new tenth edition unique.

• Complete reorganization of the text into two main parts: Part 1, Learners, Literacies, and Texts and Part 2, Instructional Practices and Strategies
• A new Chapter 2, “Learning with New Literacies” replaces a now outdated discussion on electronic texts from previous editions. This chapter was developed by William Kist, Kent State University, one of the leading scholars in the area of socially networked classrooms and new literacies.
• A new Chapter 7, “Guiding Reading Comprehension” underscores the importance of comprehension strategies that guide reader-text interactions and consolidates instructional strategy from several chapters of the previous edition.
• A new Chapter 12, “Literacy Coaching” expands upon the discussion of the literacy coach—an indispensable ally to content area teachers and specialists in middle and high schools.
• “Voices from the Classroom” features include interviews with content area teachers related to instructional practices, in which teachers reflect on particular challenges they encounter in the classroom relative to chapter topics.
• “RTI for Struggling Adolescent Learners” features take a relatively new approach to instructional intervention, Response to Intervention (RTI) and show how it may be adapted to various aspects of content literacy instruction