Content area reading and learning : instructional strategies / [edited by] Diane Lapp, James Flood, Nancy Farnan.
Material type:![Text](/opac-tmpl/lib/famfamfam/BK.png)
- text
- volume
- 0805852700 (pbk. : alk. paper)
- LB 1050.455 .C767 2008
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DLSU-D GRADUATE STUDIES Graduate Studies | Graduate Studies | LB 1050.455 .C767 2008 (Browse shelf(Opens below)) | Available | 3AEA2015006159 |
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LB 1044.87 .M381 2008 E-learning and social networking handbook : | LB 1044.87 .Sm64a 2014 Conquering the content : | LB 1047.3 .K287 2005 How to develop children as researchers : | LB 1050.455 .C767 2008 Content area reading and learning : | LB 1050.46 .M199 2015 Assessment for reading instruction / | LB 1050.5 .El59 2016 Reading, writing and dyslexia : | LB 1050.9 .D857 2016 Educational psychology for learning and teaching / |
Includes bibliographical references and indexes.
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.
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