Content area literacy : interactive teaching for active learning / Anthony V. Manzo, Ula C. Manzo, Thomas H. Estes.

By: Manzo, Anthony V [author]
Contributor(s): Manzo, Ula Casale | Estes, Thomas H, 1940-
Language: English Publisher: New York : Wiley, c2001Edition: Third editionDescription: vi, 457 pages : illustrations ; 23 cmContent type: text Media type: unmediated Carrier type: volume ISBN: 0471365610 (paper : alk. paper); 9780471365617Subject(s): Content area reading -- United States | Language arts -- Correlation with content subjects | Interdisciplinary approach in educationDDC classification: 428.407 LOC classification: LB1050.455 | .M36 2001Online resources: Publisher description | Table of Contents
Contents:
Foundations of Content Area Literacy -- Why and What Teachers Should Know about Content Literacy -- Introduction to content area literacy, with a look at a simple teaching method -- For improving reading and learning in any subject material -- Concepts and Terminology to Help You Get Started -- A closer look at the cognitive processes involved in reading comprehension, and a method -- The Oral Reading Strategy -- For teaching active reading-thinking strategies -- Elements and Frameworks for Interactive Instruction in Content Area Reading and Writing -- Elements of the interactive classroom, and an instructional frameworks for reading- and writing-based instruction -- Reading and Learning from Text -- Methods for Prereading Schema Activation -- Methods for medeling questioning strategies for prereading schema activation, and approaches to reading before reading -- Methods for Guiding Silent Reading -- Techniques for actively monitoring comprehension, four types of reading guides, and a look at what's in store for built-in hypertext reading guides -- Methods for Postreading Schema Building -- Teacher-directed and peer group formats for postreading recitation and discussion to consolidate learning -- Methods for Vocabulary and Concept Development -- Methods for alerting students to new words before they read, and for acquiring new vocabulary during and after reading -- Higher-Order Literacy and Assessment in the Disciplines -- Critical-Constructive Reading, Writing, Thinking, and Telecomputing.
Summary: The Third Edition of this well respected text introduces readers to the why and how of promoting basic and higher--order literacy. It does so in the context of the importance of reading and thinking as a collateral part of specific subject instruction in an increasingly interconnected local and global environment.
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SUBJECT REFERENCE 		428.407 M319 2001 (Browse shelf) Available CITU-CL-24614
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Includes bibliographical references (p. 436-449) and index.

Foundations of Content Area Literacy --
Why and What Teachers Should Know about Content Literacy --
Introduction to content area literacy, with a look at a simple teaching method --
For improving reading and learning in any subject material --
Concepts and Terminology to Help You Get Started --
A closer look at the cognitive processes involved in reading comprehension, and a method --
The Oral Reading Strategy --
For teaching active reading-thinking strategies --
Elements and Frameworks for Interactive Instruction in Content Area Reading and Writing --
Elements of the interactive classroom, and an instructional frameworks for reading- and writing-based instruction --
Reading and Learning from Text --
Methods for Prereading Schema Activation --
Methods for medeling questioning strategies for prereading schema activation, and approaches to reading before reading --
Methods for Guiding Silent Reading --
Techniques for actively monitoring comprehension, four types of reading guides, and a look at what's in store for built-in hypertext reading guides --
Methods for Postreading Schema Building --
Teacher-directed and peer group formats for postreading recitation and discussion to consolidate learning --
Methods for Vocabulary and Concept Development --
Methods for alerting students to new words before they read, and for acquiring new vocabulary during and after reading --
Higher-Order Literacy and Assessment in the Disciplines --
Critical-Constructive Reading, Writing, Thinking, and Telecomputing.

The Third Edition of this well respected text introduces readers to the why and how of promoting basic and higher--order literacy. It does so in the context of the importance of reading and thinking as a collateral part of specific subject instruction in an increasingly interconnected local and global environment.

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