Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge
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Drawing on research on cognition and learning, reading research, subject-specific research in history, science, math, and the arts, as well as on classroom practice and observation, Lattimer (leadership and education sciences, U. of San Diego) tackles the misperception that K-12 teachers must make a choice between teaching reading or teaching content. Her text offers content teachers practical support for teaching students to access and use readings to deepen content understanding. Coverage includes text selection and the importance of choosing readings that are central to the focus of study, authentic to the content, and accessible for students; providing students with a context and purpose; ways to support comprehension; developing academic vocabulary; and teaching analysis and application of content learning to deepen students' understanding. Annotation c2011 Book News, Inc., Portland, OR (booknews.com)
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