Content Area Reading: Literacy and Learning Across the Curriculum – 12th Edition (Ebook PDF)

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Content Area Reading: Literacy and Learning Across the Curriculum – 12th Edition (Ebook PDF)

Authors: by Vacca Richard T. (Author), Vacca Jo Anne L. (Author), Mraz Maryann E. (Author)

Widely popular as an undergraduate and graduate text and a valuable in-service resource, 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. As in previous editions, the emphasis is on the comprehensive content, including an ever-expanding knowledge base in the areas of literacy, cognition and learning, educational policy, new literacies and technologies, and student diversity. This edition updates readers with current theory, research, and practices related to content literacy and learning in disciplines. Throughout it includes a renewed focus on writing across the content areas, with emphasis on strategies for online writing and multimodal learning; new disciplinary literacy boxes throughout, new Voices from the Field boxes and new instructional strategy examples replacing those in older editions; updated content and references reflecting current developments in literacy education and content area reading; a new Key Learning Outcomes feature at the beginning of each chapter, and a new Check Your Understanding feature at the end of each chapter. A major update of Chapter 2, Learning with New Literacies, includes strategies to engage and empower multimodal learning across the curriculum.

PREFACE
A new era has begun for Content Area Reading: Literacy and Learning Across the Curriculum. This is the first all-digital edition of our book. Although there will no longer be a hardcover, paperbound text, there is a loose-leaf paper version available for those who are accustomed to turning pages, underlining text, and jotting downside notes as they study. Changes are interwoven throughout the eText in the form of new disciplinary literacy boxes and updated content in many of the chapters, updated references, and new examples of instructional strategies. A wealth of practical activities and instructional strategies for content literacy remain at the core of this edition. These activities and strategies are sensible and powerful tools for helping students think and learn with text. How teachers adapt them to align with the peculiarities and conventions of their disciplines is the key to literacy and learning in content areas.
New to This Edition
This edition continues to reflect an ever-expanding knowledge base grounded in research and practice in the areas of content literacy, cognition and learning, educational policy, national and state standards, new literacies, instructional scaffolding, teacher effectiveness, differentiated instruction, writing to learn, and student diversity. Chapter content has been rigorously updated to reflect current theory, research, and practice related to literacy and learning across the curriculum. Expanded emphasis has been given throughout many of the chapters on what it means to be literate in the twenty-first century. New and updated content and features of this text include the following:
• Video* Links to discussions and hands-on examples of topics addressed within each chapter
• Sample Strategy Application Links show how some of the strategies featured can be applied to a variety of content areas.
• Disciplinary Literacy features in many of the chapters show how teachers in a particular discipline adapt various aspects of content literacy instruction to meet the demands and peculiarities of their disciplines.
• Chapter 1, Literacy Matters, includes sections on effective teaching, differentiated instruction, disciplinary literacy, and the Common Core State Standards.
• Chapter 2, Learning with New Literacies, is updated to include expanded coverage of content standards related to digital learning and new instructional strategy examples throughout various sections of the chapter.
• Chapter 3, Culturally Responsive Teaching in Diverse Classrooms, contains new information on code-switching and the role of standard American English as well as updated information on culturally relevant pedagogy
• Chapter 4, Assessing Students and Texts, includes updated content on current issues related to high-stakes testing, legislation, standards, and accountability; an extended discussion of the evolution of NCLB as well as of current legislative initiatives, in particular the Common Core State Standards; revised sections on portfolios, text complexity, and Lexile levels; and a new Disciplinary Literacy box feature.
• Chapter 6, Activating Prior Knowledge and Interest, incorporates a multitude of content and examples throughout, including a detailed discussion of the importance of self efficacy and a survey to assess teachers’ self-efficacy as part of their preservice training or in-service professional development. New examples of strategy applications enhance the chapter, as do the additional Disciplinary Literacy box and new Voices from the Field.
• Chapter 7, Guiding Reading Comprehension, includes numerous updated strategy examples as well as new content on close reading and comprehending digital versus print text.
• Chapter 9, Writing Across the Curriculum, contains updated strategy examples in several major sections of the text.
• Chapter 11, Learning with Multiple Texts, underscores the importance of integrating trade books and digital texts with traditional textbook study.
• Chapter 12, Supporting Effective Teaching with Professional Development, reflects the current emphasis placed on teacher effectiveness and the challenges and trends associated with ongoing professional development. The chapter contains new sections on professional development schools and professional learning communities.
• Voices from the Field features in many of the chapters include the perspectives of teachers, administrators, and literacy coaches and specialists related to content literacy policies and practices. This feature captures the particular challenges that various school personnel have encountered relative to chapter topics and the strategies used to address those challenges.
• Many instructional examples have been replaced and updated.
• Updates of new research and ways of thinking about literacy, learning, and instructional practice appear throughout the chapters.
Organization and Features of This Edition
As part of the revision process for this edition, we decided to keep the same structure as the previous edition by organizing chapters into two main parts. Part I, 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 school. Part II, 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.
This edition of Content Area Reading retains many of the features of the previous edition while improving its overall coverage of content literacy topics. It continues to emphasize a contemporary, functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. Our intent is not to morph a content teacher into a reading specialist or writing instructor. Rather, our goal has always been, and shall continue to be, to improve the overall coverage of instructional strategies and practices that remain at the heart of this book. In every chapter, special pedagogical features are provided to aid in this effort.