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More About This Title Content Area Literacy: A Framework for Reading-Bassed Instruction Fifth Edition
English
English
Anthony V. Manzo is a very visible and respected researcher and scholar in education. Sometimes spoken of as "the person who discovered the 'cure' for comprehension deficits," Manzo pioneered the concepts of "mental modeling" and "reciprocal teaching"- two of the most generative and enduring ideas in pedagogy in the 20th century. He has written several books and many juried articles. Tony has also created several teacher-friendly instruments to aid in the assessment of thinking, reader styles, and social-emotional development. In 1993 he was granted the International Reading Association's Wm. S. Gray Citation of Merit, its highest award for lifetime creative research and problem-solving in the field.
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SECTION I: Foundations of Content Area Literacy
Chapter 1 Content Area Literacy: Why and What Teachers Should Know
One Who Is Learning
Backstory: From Content Area Reading to Content Area Literacy
Reading-to-Learn: Whose Job Is It?
Content Area Literacy: A Schoolwide Goal
Listen-Read-Discuss: A Teacher-Friendly CAL Method
Concept Summary
Chapter 2 The Science of Reading-to-Learn
The Scientific Study of Reading
Difficulty Levels of Reading: Independent, Instructional, Frustration
The Reading Process: Five Eras of Theory
Classroom Examples of Theory
A Metaphor for the Study-Reading Process
Theory into Practice: CAL Methods
The Oral Reading Strategy: A Straightforward "How-To" Method
Concept Summary
Chapter 3 A Framework for Reading-Based Instruction in the Interactive Classroom
The More Things Change
A Framework for Reading-Based Instruction in the Interactive Classroom
Implementation
A Quick Word About Writingin the Reading Framework
Concept Summary
SECTION II: Putting Wings Under Reading and Learning from Text and Media
Chapter 4 Methods for Prereading Schema Activation
Importance of Prereading
Goals of Prereading Instruction: Reader Engagement, Schema Activation, and Purposeful Inquiry
Mental Modeling: A Form of Apprenticeship Training
Prereading Methods for Reader Engagement, Schema Activation, and Purposeful Inquiry
Concept Summary
Chapter 5 Through—Methods for Guiding Silent Reading
Teaching Students to Think While They Read
Entering Strategy Instruction Through a Side Door
Techniques for Comprehension Monitoring and Fix-Up
Reading Guides
Built-In Guides
Text Structure: Historical Footnote and Lukewarm Support
Concept Summary
Chapter 6 Beyond—Methods for Postreading Schema Building
Class Discussion: What It Is and How to Get There
Teacher-Directed Recitation for Checking Comprehension
Peer Recitation for Increased Student Involvement
Bridging to Reflective Discussion and Applications
Full Circle to Discussion
Concept Summary
SECTION III: Complements to Content Area Reading: Vocabulary, Higher-Order Literacy, Writing to Learn, Assessment, and Study Techniques
Chapter 7 Methods for Vocabulary and Concept Development
What’s in a Name?
What We Know About Vocabulary Learning and Teaching
Methods for Prereading Vocabulary Introduction
Methods to Teach Word Meaning Prediction During Silent Reading and General Word Consciousness
Methods for Postreading and General Vocabulary Development
Concept Summary
Chapter 8 Beyond the Lines: Teaching for Critical and Creative Responses to Reading
Welcome to the 21st Century: Aiming Higher to Constructive Thinking
Critical Reading-Writing-Thinking: A Traditional and Evolving Goal
Writing-Based Methods for Guiding Critical-Constructive Reading
A Formula for Promoting Critical-Constructive Thinking
Critical-Constructive Techniques for a Rousing Discussion
Looking Back, Looking Ahead
Chapter 9 Emergent Content Area Literacy
Emergent Content Area Literacy: How Early Elementary Teachers Can Better Prepare Children for Reading to Learn
Extending Emergent Literacy
Emergent Content Area Literacy Learning for Beginners
Nonprint ECAL Method
Print Records Important Information, and Wonder Releases It
Literature- and Theme-Based (Interdisciplinary) Explorations into Context, Concepts, and Vocabulary
Writing to Learn
Looking Back, Looking Ahead
Chapter 10 Interactive Assessment for Active Self-Monitoring and Self-Teaching
Introduction to Student Assessment
Tools for Assessment of Student Reading
Evaluation of Student Writing
Portfolios: Rationale, Functions, Promise, Problems
Assessing Text Difficulty
Affective Issues and Measures
Concept Summary
Chapter 11 Study Techniques for Reading, Learning and Remembering
From Study Skills to Strategic Study
Methods for Improving Lecture Note Taking and Listening
Test-Taking Strategies
Concept Summary
SECTION IV: Content Area Applications: Provisions for Special Needs and the Schoolwide Literacy Program
Chapter 12 Discipline-Specific Applications
Distributed versus Universal Responsibility
English/Language Arts
Foreign Languages
Mathematics
Biological–Physical Sciences
Social Studies
Content Area Reading in the Support Subject Areas
Health and Physical Education
Vocational Technology
Art and Music
Encourage Creativity
Concept Summary
Chapter 13 Provisions for Special Literacy Needs of Adolescents
Special Literacy Needs Defined
Special Focus on Motivation
Special Focus on Inclusion
Special Focus on Personal-Social Adjustment Needs
Special Focus on Vocabulary
Special Focus on Classroom Discussion
Special Focus on Decoding
Special Focus on English Language Proficiency
Concept Summary
Chapter 14 Literacy Leadership in the Content Areas
Literacy Leadership: Prepare Now to Lead Later
Components of Content Area Literacy Programs
Vision
Roles and Responsibilities
Program Design
Staff Development
Program Evaluation
Concept Summary
Appendix
Model Professional Portfolio Recorder and Planner
References
Photo Credits
Index
