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Reading to Learn in Secondary Classrooms - Book Cover Look Inside
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Reading to Learn in Secondary Classrooms

Increasing Comprehension and Understanding

Reading: a tool for learning in any subject area!

This proven, step-by-step instructional method shows secondary teachers how to help students boost their reading comprehension, acquire knowledge through their reading, and process the information that they've learned—in any discipline. The authors provide numerous classroom examples and high-effect strategies for use before, during, and after reading. Teachers learn how to help students:

  • Prepare for learning by previewing the text, accessing prior knowledge, and developing questions
  • Remain focused and engaged during reading assignments using strategies such as reciprocal teaching, jigsaw, and think-alouds
  • Process and internalize information gained from reading

Full description


Reading to Learn in Secondary Classrooms - Book Cover Look Inside
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Product Details
  • Grade Level: 9-12
  • ISBN: 9781412956123
  • Published By: Corwin
  • Year: 2009
  • Page Count: 128
  • Publication date: July 10, 2009

Price: $30.95

Price: $30.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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Description

Description

"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, LaGrange, 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!


Key features

  • Presents a user-friendly instructional planning model that can be used across the content areas
  • Offers specific strategies to use during the three stages of instruction
  • Includes numerous examples from content classrooms
  • Can be easily implemented by the classroom teacher and is also useful for schoolwide adoption
Author(s)

Author(s)

Daniel M. Perna photo

Daniel M. Perna
Daniel M. Perna is an educational consultant concentrating on school improvement and achievement. His work focuses on implementing high standards in classrooms, helping teachers develop strategies to increase student comprehension, and designing goal-oriented leadership for schools. Perna has over 30 years of experience in public education. He has been an English teacher, basketball coach, athletic director, high school principal, and assistant superintendent. He currently serves as an adjunct teacher in graduate education for Wilkes University and as an advisor to doctoral students in educational leadership at NOVA Southeastern University. Perna has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. He has presented professional development workshops, keynote addresses, and conference presentations in both the United States and Canada. He is noted for his motivational approach to developing a passion for success in the school and classroom. He was granted a master’s in educational administration from McDaniel College and a doctorate from NOVA Southeastern University.
Sarah F. Mahurt photo

Sarah F. Mahurt

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.

Table of Contents

Table of Contents

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

Reviews

Reviews

Quote by Joan Baltezore, Biology Teacher, West Fargo High School, ND: “Includes clear sample lessons from nearly every major content area so teachers can see how the literacy strategies have been applied in the classroom.”
“Includes clear sample lessons from nearly every major content area so teachers can see how the literacy strategies have been applied in the classroom.”
Joan Baltezore, Biology Teacher
West Fargo High School, ND
Quote by Crystal Leu, Director of Curriculum, Lakeland School Corporation, LaGrange, IN: “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.”
“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, LaGrange, IN
Quote by Hal Hayden, Adjunct Faculty, Nova Southeastern University, Independent Consultant, Hayden Consulting: "Recent research has shown that the overarching assumption that students can read and understand on a basic level can no longer be assured. This book provides clear, comprehensive, cogent, and concise processes that educators can use to enhance high school students' capacity to read, understand, and use the information contained in written word. I recommend this text to high school instructors, their mentors, and administrators who interact with students for whom basic reading skills are still a challenge."
"Recent research has shown that the overarching assumption that students can read and understand on a basic level can no longer be assured. This book provides clear, comprehensive, cogent, and concise processes that educators can use to enhance high school students' capacity to read, understand, and use the information contained in written word. I recommend this text to high school instructors, their mentors, and administrators who interact with students for whom basic reading skills are still a challenge."
Hal Hayden, Adjunct Faculty, Nova Southeastern University
Independent Consultant, Hayden Consulting
Quote by Jan Struebing, Retired Career Technical Education Director: "Great book! Literacy for all, not just academics. The case studies and data are easy to understand, and the techniques can be quickly implemented in all classes. A definite read for all CTE teachers and directors."
"Great book! Literacy for all, not just academics. The case studies and data are easy to understand, and the techniques can be quickly implemented in all classes. A definite read for all CTE teachers and directors."
Jan Struebing, Retired Career Technical Education Director
Quote by Carol Arjona, Director of Secondary Education, USD 475, Geary County Schools, Junction City, KS: "Perna and Mahurt understand the difficulties faced by secondary teachers today and emphasize commonsense literacy strategies to alleviate these difficulties. Using literacy instruction as a learning tool that helps teachers instruct students in their respective content areas has the potential for student growth across the curriculum. This book provides useful tools for secondary teachers in all content areas."
"Perna and Mahurt understand the difficulties faced by secondary teachers today and emphasize commonsense literacy strategies to alleviate these difficulties. Using literacy instruction as a learning tool that helps teachers instruct students in their respective content areas has the potential for student growth across the curriculum. This book provides useful tools for secondary teachers in all content areas."
Carol Arjona, Director of Secondary Education
USD 475, Geary County Schools, Junction City, KS
Quote by Billie Donegan, Director of Instructional Best Practice and School Change Coach, The Center for Secondary School Redesign: "There are two reasons why this is an important resource for high school teacher leaders: the underlying understanding that ALL students must master literacy at a high level, and the abundance of specific high school examples presented in a user-friendly format. Literacy and learning linked in ways that can be implemented immediately and easily!"
"There are two reasons why this is an important resource for high school teacher leaders: the underlying understanding that ALL students must master literacy at a high level, and the abundance of specific high school examples presented in a user-friendly format. Literacy and learning linked in ways that can be implemented immediately and easily!"
Billie Donegan, Director of Instructional Best Practice and School Change Coach
The Center for Secondary School Redesign

    Other Titles in: Learning Styles | High School Teaching Methods | Literacy, K-12

    Price: $30.95
    Volume Discounts applied in Shopping Cart

    Review Copies

    Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.