Content Area Reading: Literacy and Learning Across the Curriculum, 13th edition

For courses in content area reading.

An evidence-based, functional approach to content literacy instruction

Content Area Reading shows pre- and in-service content area teachers how to use literacy-related instructional strategies to help students think and learn with all kinds of print and digital texts. The emphasis is on comprehensive content, including an ever-expanding knowledge base in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity and new literacies.

The 13th Edition is rigorously updated to reflect current theory, research and practice related to literacy and learning across the curriculum.

Hallmark features of this title

• Each chapter starts with learning tools to guide students through chapter content, including Learning Outcomes that reflect the major objectives of the chapter under study, a Graphic Organizer that depicts the relationships among ideas presented in the chapter, and The Organizing Principle, which highlights the chapter's underlying theme.
• Frame of Mind questions get readers thinking about chapter topics.
• Response Journal marginal icons signal readers to use a “response journal” while reading to make personal and professional connections.
• Looking Back, Looking Forward sections at the end of each chapter offer a summative review of the concepts introduced and a perspective on where the discussion will lead to next.

New and updated features of this title

NEW and UPDATED: This edition was rigorously updated to reflect current theory, research and practice related to literacy and learning across the curriculum. The chapter-by-chapter changes are as follows:

• Chapter 1, Literacy Matters, is updated to reflect changes in education policy and standards.
• Chapter 2, Learning with New Literacies, reflects the prevalence of technology in schools and provides numerous new strategies and models, such as SAMR and the TPACK Framework.
• Chapter 3, Culturally Responsive Teaching in Diverse Classrooms, is expanded to include a more detailed analysis of culturally relevant pedagogy and teaching for cultural understanding.
• Chapter 4, Assessing Students and Texts, is enhanced with new strategies for information assessment, a discussion of a formative assessment teaching cycle and a framework for integrating data collection and instructional decision making.
• Chapter 5, Planning Instruction for Content Literacy, contains updated information on incorporating academic vocabulary in lesson planning and offers numerous updating strategy applications.
• Chapter 7, Guided Reading Comprehension, offers new suggestions for supporting English Learners and new, updated examples for the QAR strategy. Subsequent chapters are updated throughout.