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CONTENT AREA READING:

LITERACY AND LEARNING

ACROSS THE CURRICULUM, 8/east

preface

The pages of this Preface may have

slight variations in concluding published form.

The colors in this document

are non an accurate representation

of the terminal textbook colors.

When we began writing Content

Area Reading more than than 20-five years ago, we decided to set the tone of the

commencement edition in the opening chapter by quoting a line from Simon and Garfunkel's

"Kodachrome." Although we run the risk of dating ourselves, we are reminded of

the provocative line because it captures the disconnect that many students have

felt in their school experience, then equally well as now. The opening lyrics to "Koda-

chrome" are a songwriter's personal reflection on education—nothing more than, noth-

ing less. Yet the juxtaposition of having learned "crap" in school with the inability

to "recollect" critically represents an ongoing dilemma faced by content expanse teach-

ers who are wedded to an academic bailiwick.

Weste have never met a teacher who didn't believe that the essence of artful

education is in showing students how to think deeply and critically virtually the con-

tent underlying an academic discipline. Yet, when content is taught in a vacuum

without attending to the process by which it is learned, students are apt to brand

few connections between the powerful ideas underlying an academic discipline

and the prior knowledge and feel that they bring to classroom learning sit-

uations. In this volume, we explore the relationships between content and procedure

past critically examining the literacy processes and strategies that students use to

think and learn with texts.

Major Themes in the Eighth Edition

Influenced past the part of language, noesis, culture, and social context in

learning, our goal for this edition is to inspire teachers, whether novice or vet-

eran, to examine what it means to connect literacy and learning in a standards-

based curriculum. The eighth edition continues the ambitious exploration of

content literacy—the ability to apply reading, writing, talking, listening, and view-

ing processes to learn subject matter across the curriculum. The major themes

underlying content literacy and learning are reflected in the organizing princi-

ples described at the beginning of every chapter:

●All teachers play a disquisitional role in helping studens encompass and answer

to information and ideas in the text.

●Instructional assessment is a process of gathering and using multiple sources

of relevant data about students for instructional purposes.

xvii

Preface

●Teachers respond to the literacy needs of struggling readers and writers by

scaffolding didactics and then that students become confident and competent in

the employ of strategies that support learning.

●Teachers respond to linguistic and cultural differences in their classrooms by

scaffolding didactics in the employ of vocabulary and comprehension strategies

and past creating classroom environments that encourage talking and working

together.

●Instructional practices involving the employ of informational and literary trade

books in content areas help to extend and enrich the curriculum.

●Electronic texts, like trade books, extend and enrich the curriculum.

●Bringing students and texts together involves instructional plans and activi-

ties that result in agile student engagement and collaboration.

●Teaching words well ways giving students multiple opportunities to de-

velop vocabulary cognition and to learn how words are conceptually related

to one some other in the texts that they written report.

●Activating prior knowledge and generating interest create an instructional

context in which students will approach reading with purpose and antici-

pation.

●Teachers guide reader–text interactions through the instructional strategies

and practices that they apply and the reading support that they provide.

●Writing facilitates learning by helping students to explore, clarify, and call back

deeply almost the ideas they encounter in reading.

●Looking for and using text structure in everything they read helps students

to report texts more effectively.

Underlying these themes is our belief that students learn with texts, not nec-

essarily from texts. Learning from texts suggests that a text is a trunk of infor-

mation to be mastered by learners rather than a tool by which they construct

meaning and knowledge. Learning with a text, on the other hand, implies that stu-

dents have much to contribute to their own learning as they interact with texts to

make meaning and construct knowledge.

System of the 8th Edition

The knowledge base of operations related to content literacy and learning has changed dramat-

ically in the past xx-five years, and then has thinking about what constitutes

"all-time practice." Nevertheless, in making decisions related to changes in this edi-

tion, we ask the same question that guided the writing of the outset edition twenty-

five years ago: How tin can teachers brand content literacy a visible role of their

instructional routines without sacrificing high standards for content learning?

xviii PREFACE world wide web.ablongman.com/vacca8e

Answers to this guiding question led us to reorganize the 8th edition into

iii parts: Part I: Content Literacy in a Standards-Based Curriculum, Part

Two: Learners and Texts, and Part Iii: Instructional Strategies and Practices.

Part 1 situates bug and problems related to content literacy within the

context of the standards-based move and accountability systems that are

changing the face of education in today's U.South. schools. Although the pressure to

ensure that students meet content standards weighs heavily on instructional de-

cisions, a teacher can make a divergence in students' literacy development and

knowledge acquisition by showing them how to use literacy processes and strate-

gies to meet loftier standards for learning. Ongoing, accurate assessment in the

classroom—when coupled with high-stakes proficiency assessment—provides

the information that teachers demand to inform their day-by-24-hour interval instructional deci-

sions about content literacy and learning.

In Parts Two and Three of this edition, nosotros build an instructional framework

for content literacy and learning beyond the curriculum. In Part Two, Learners and

Texts, our emphasis is on the exploration and clarification of problems related to

struggling readers and writers, culturally and linguistically diverse learners, and

the employ of trade books and electronic texts to extend and enrich the curriculum.

Students who continually struggle with text in reading and writing situations need

to build strategic knowledge, skills, and insights related to literacy and learning.

Moreover, culturally and linguistically diverse students present a unique chal-

lenge to content expanse teachers, especially in light of the influx of immigrant stu-

dents in today'southward classrooms. Weastward also examine the limitations of textbooks and

explain how to utilise trade books and data and communication technologies

such equally the Internet to extend and enrich a standards-based curriculum.

In Part Three, Instructional Strategies and Practices, we flesh out the in-

structional framework past explaining how to create active learning environments

in which all students—alone and in collaboration with one another—know how

to employ content literacy strategies to learn with texts. To this stop, Function Three offers

a multitude of instructional strategies and practices that allow teachers to scaf-

fold didactics in ways that support the following:

●development of vocabulary knowledge and concepts;

●activation of prior knowledge before, during, and after reading;

●comprehension and critical analysis of text through reader–text interactions;

●utilize of various writing activities to facilitate learning; and

●development of written report strategies based on a search for text structure in every-

thing that students read.

These instructional strategies and practices are designed to engage students in

their strategic interactions with text and other learners. Rather than left to "sink or

swim" with a text assignment, students will be more likely to know how to search

for pregnant in everything they talk about, listen to, and read, view, and write.

PREFACE xix

Features in the 8th Edition

The eighth edition retains all of the features of the previous edition, while im-

proving its overall coverage of content literacy topics and instructional strategies

and practices.

New and Expanded Chapters

The text continues to emphasize a contemporary, functional approach to content

literacy pedagogy. In a functional arroyo, content area teachers learn how to

integrate literacy-related strategies into instructional routines without sacrificing

the pedagogy of content. Our intent is not to "morph" a content teacher into a read-

ing specialist or writing instructor. Every bit a upshot, we expanded our discussions of

topics in the previous edition past creating separate, new chapters for the following:

●Chapter 1: Reading Matters (with an emphasis on the impact of teaching to

content standards);

●Chapter 3: Struggling Readers and Writers (with a renewed emphasis on writ-

ing strategies for students who struggle with the writing procedure);

●Chapter iv: Culturally and Linguistically Diverse Learners (with emphasis on

students whose first language is other than English);

●Affiliate 5: Learning with Trade Books (written by Professor Barbara Moss

from San Diego State Academy, a leading skillful in the field of advisory

literature for children and adolescents); and

●Affiliate vi: Learning with Electronic Texts (with emphasis on learning with

the Internet).

Aids to Agreement

A new design makes the text visu-

ally highly-seasoned and piece of cake to apply.

Through this new, attractive design,

the main features are easily identi-

fied, making the text user-friendly.

Each chapter opens with a quota-

tion to assist readers reflect on the un-

derlying theme of each chapter. The

Organizing Principle gives readers a

"heads-up" by introducing the ratio-

nale for each chapter and highlighting

its underlying theme. A Affiliate Over-

view depicts the relationships that exist

xx PREFACE world wide web.ablongman.com/vacca8e

Northowhere is theast reality of a thousandar-

ginal school experience thouore pro-

northwardou nced thursday an in theast acad emic lives

of Edue north glish language larners. Their school ex-

perien ce is o ften ch aracterized by failure, dis-

connorthection, and resistance to read in g and

writin g in acad em ic codue north tex ts. Theastward in creasing

nu mber of acquireers whose first lan guag e is onorthwarde

oth er thursdayanorth Due eastn glish d emandsouthward literac y-related

instruction thursdayat is strategic and culturally re-

sponsiv e, due west ith h igh learninthou etenpectatio ns for

all studen ts. Southt. Paul's quote wears westwardell in an

era of unorthwardprecedented classroom diversity . T

o-

day 's teacher is a teach er of all kinds of learn-

ers, with differen t linguistic adue northd cultural

backgroudue northds and air-conditioning adem ic northe ed s. And nodue northe

of their 5oices is w ithou t sigdue north ifican ce in thursdaye

classroom.

How can teachers beast resp onsiveastward to

linguistic and cu ltural d iversity in thursdayeir

classroomdue south due westh ile m aintaining h igh stan-

dardsouth for co due northtent literac y an d larning?

Understa due northdinyard the cu ltural an d linguistic

differences b etween m ainstream an d

northwardongrandainstream le arners is an im por-

tant first pace, every bit thdue east o rganizing p rinci-

ple of this chap ter su grandgests: Teachers

respond to lin gu istic and cu ltura 50 dif-

ferences in thursdayeir c lassroom s by scaf-

foldinyard in structiodue north in theast u se of

voca bulary a nd c o1000prehen sio northward

strategies anorthd by crea tinyard cla ssroogrand

enfive ironchiliad ents tha t enorthward cou rage ta lking

and w orking togeth er.

Affiliate Overview

CULT URALLY A ND LINGU ISTICALLY D IvERSE LE ARNERSouth

CULTURALLY AND LINGUISTICALLY DIVERSE LEARNERS

LINGUISTIC DIFFERENCES

Dialect Use

Sheltered Instruction

Bilingual and ESL Programs

What Makes Content

Literacy Difficult?

English Learners

CULTURAL DIFFERENCES

Ways of

Knowing

Students'

Funds of

Cognition

From

Monocultural

to Multicultural

Classrooms

VOCABULARY

STRATEGIES

Vocabulary Building

Vocabulary Self-Collection

Strategy (VSS)

CD Word Maps

COMPREHENSION

STRATEGIES

Directed

Reading–Thinking

Activities (DR–TA)

Questioning

the Author (QtA)

TALKING AND WORKING

TOGHETHER

Creating an

Environs for Give-and-take

Scaffolding Educatee Talk

Purposes and Types

of Discussion

T

eachin chiliad westwardith te 10ts is all th e m ore c hal-

lenthousand ing in today 'southward c las sroom , wheast re thdue east

range of lingu istic and cu ltura50 d foure rsity

has b eastwarddue eastn in cre adue southin g ste adily s in ce th e

1960s. T hdue east thouro win g div ersity in th due east stu -

dent p opulatio n is ofte n refle cte d in th e

way le arn ers thin m a bout thursday eastmselv eastwards a s

readdue east rs adue northd w riters. Mo re o ftenorthward thursdayan

not, due southtu dents of div eastrse b ack1000ro unds

strugm le westward ith read ing adue northd w riting in

acadeastmic c onorthwardte xts. M uch lik e th e

strugrandthoulin one thousand reade rs and westwardriters wdue east de-

scribeastwardd in Chap ter 3, cu lturally and

lingu istica lly d ivdue east rse lea rne rs o ften are

cauchiliadht in a c ycle of s chool failure thursday at

codue northtrib utes to g argin al a chie vemeastwardnt a northwardd

hig h dro pout rate south. T

ypic ally, th easty are

pla cdue eastd in lo westward-a bility chiliad ro ups w here in -

struc tion is ba sed on a lim ited , due westa tered -dowestwardnorth

versio n of th e c urric ulu k. A s a resu lt, th eastward

stre nthouthdue south th at div erse le arn eastwardrs b rin thou to in southtru c-

tiona l situa tionorthward s u sua lly go unorthward tappeastwardd.

chapteastwardr4

Culturally and

Linguistically

Diverse Learners

Teachers reply to linguistic and

cultural differences in their

classrooms by scaffolding

instruction in the employ of vocabulary

and comprehension strategies

and past creating classroom

environments that encourage

talking and working together.

There are and then many kinds of voices

in the world, and none of them

is without significance.

—ST. PAUL

Organizing Principle

among the important ideas presented in each affiliate. A set of

questions at the showtime of the chapter helps readers approach the

text in a critical Frame of Heed as they analyze and interpret in-

formation presented in each chapter.

Cease-of-affiliate features include Minds On and Easily On ac-

tivities. Minds On activities appoint students individually and col-

laboratively in thinking more than securely about some of the important

ideas that they have studied. Hands On activities engage students

individually and collaboratively in applying some of the important

ideas that they have studied.

New Features

New features to this edition include marginal notations and "boxed"

text segments that highlight issues related to content standards and

assessment, procedures for research-based all-time practices, and con-

nections between chapter content and diverse learners.

●What about Content Standards and Cess? Boxes po-

sitioned throughout nigh of the capacity. These boxes are

designed to emphasize relationships between chapter con-

tent and problems/implications related to bookish standards

and high-stakes state proficiency assessments as well as

authentic assessments in the classroom.

●Research-Based Best Practices. Boxes posi-

tioned throughout virtually of the

chapters relating to instructional

strategies and practices. These

boxes highlight the steps and appli-

cations involved in using high-visi-

bility strategies that are supported past

theoretically sound rationales and/or

bear witness-based research.

●What Near Struggling Readers and

English Linguistic communication Learners? Boxes po-

sitioned occasionally in several of the

capacity to broaden the content pre-

sented in separate chapters on struggling

readers and linguistically various learners.

●Response Periodical. The Response Periodical marginal icon

signals readers to apply a journal while reading to make

personal and professional connections as they react to

ideas presented in each affiliate.

PREFACE xxi

Weast began our teaching careers in the

1960s in a suburban high school just outside of Albany,

New York, during the superlative of the ceremonious rights movement-

ment and the Vietnam War. The times were tumultuous

in the wake of great social modify. Practically every

facet of American society was open to critical exami-

nation, if not reform, including the nation's schools. The

landmark 1954 U.Due south. Supreme Court case Brown v.

Board of Instruction of Topeka ruled that "separate but

equal" schools were unconstitutional and laid the

groundwork for educational reform in the 1960s. The

civil rights movement fueled the legislative agenda of

President Lyndon Johnson's Peachy Society. The Civil

Rights Human activity of 1964 prohibited discrimination in public

institutions on the basis of race, colour, religion, or na-

tional origin. Also in 1964, the Economic Opportunity

Human action resulted in educational programs, such as Head

Start and Upward Jump, that are nevertheless in existence to-

day. In 1965, the Elementary and Secondary Educational activity

Act (ESEA) established compensatory educational pro-

grams (Title 1) to provide educational opportunities for

low-income students from minority backgrounds. In

addition, the Bilingual Didactics Act of 1967 fabricated it

possible for schools to receive federal funding for mi-

nority groups who were non-English speaking.

Despite the social and educational reforms taking

place in the 1960s, it was business organization equally usual at the high

schoolhouse where we taught. The school seemed impervious

to change. In a educatee body of more 1,000 stu-

dents, no more than 1 or 2 percent of the students were

people of color or immigrants whose f irst language

was 1 other than English.

One of our students during

our first yr of instruction,

Johnny, was the oldest son

of Hungarian immigrants.

He worked subsequently school at

his uncle'southward garage where he

pumped gas and did minor

repairs on cars. He used to

piece of work on our beat-upwards, erstwhile

Chevy Impala whenever it

broke down and needed repair. Anyone who took the

fourth dimension to get to know him could tell that Johnny was a

bright boyfriend, but in school he was mostly a quiet

Frame of Heed

one. Why are today'due south classrooms

more diverse than they were

several decades ago?

2. What are some of the cultural

and linguistic differences that

students from various racial and

indigenous backgrounds bring to

classroom learning situations?

3. Why do English language

learners struggle with content

literacy tasks, and how does

sheltered educational activity brand

content more than accessible to

them while providing additional

linguistic communication support?

4. How tin can teachers scaffold

teaching to develop

vocabulary-building strategies

for diverse learners?

five. How are the questioning the

author (QtA) strategy and the

directed reading–thinking

activeness (DR-TA) similar? How

are they unlike?

6. Why is classroom talk particularly

important to English language

learners, and how can teachers

create an environs for

discussion in their classrooms?

Ifyou currently are

pedagogy, how would y'all

describe the culturaland

linguistic differences of

your students? Ifyou are

studying to be a teacher,

depict the culturaland

linguistic differences

that existed in your

schoolexperiences.

Response Periodical

Isosce les T riangrand le

Isosce ledue south T rapezo id

Thre east-sid ed figure .

Interior a nglesouth suchiliad

to 180 ddue east gree s.

Base

angles

are equal.

Two sides

are equal

in length.

Four-sided figure .

Interior an gles sug

to 360 deg ree s.

The nonparalle 50

side s of a tra pezoid

are e qual in le ngth .

Differences

Likenesses

In Chapter 4, westeast explored the role of context clues in helping English lan-

guage learners and struggling readers to effigy out the meanings of unknown

words that they see in text. In addition to context clues, struggling readers

and English language language learners will find context-related activities, such equally those

described in Box eight.3, particularly helpful.

286

PAR T THREE : INS TRUC TIONA L PRACTICDue eastS AND SouthwardTRATEGIE S

wwdue west.ablodue northchiliadmanorthward.cog/vacca8e

Students who struggle with text or accept

limited English proficiency may benefit

from context-related activities. Two such ac-

tivities, modified cloze passages and OPIN,

help students make meaning effectually key-

words in a text.

MODIFIED CLOZE PASSAGES

Cloze passages (discussed in Affiliate 2) can

be created to reinforce technical vocabulary.

However, the instructor usually modifies the

procedure for instruction purposes. Every due north thursday

word, for instance, needn't be deleted. The

modified cloze passage will vary in length.

Typically, a 200- to 500-word text segment

yields sufficient technical vocabulary to

make the action worthwhile.

Should you lot consider developing a mod-

ified cloze passage on a segment of text

from a reading consignment, make certain that

the text passage is ane of the most impor-

tant parts of the consignment. Depending on

your objectives, students can supply the

missing words either before or afterward reading

the entire assignment. If they work on the

cloze action before reading, apply the subse-

quent discussion to build pregnant for key

terms and to enhance expectations for the as-

signment as a whole. If you assign the cloze

passage after reading, it will reinforce con-

cepts attained through reading.

On completing a brief prereading dis-

cussion on the causes of the Civil War, an

American history instructor assigned a cloze

passage before students read the unabridged in-

troduction for homework. See how well you

fare on the first part of the exercise.

What c aused t he C ivil Westar? W as it i n-

e5itable? T

o due west hat e xtent a nd i n w hat

ways w adue south south lavery t o b lamdue east? T

o due west hat ex -

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fault? W hich westward erdue east m ore d ecidue southive—thdue east

intellectua50 o r t he east one thousandotiodue northal i southwardsudue easts?

Adue northy c onorthwardsideration o f t heastward ( 1) of t he

war m udue southt i nclude t he p robleyard o f ( two).

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theastwardir v iewest, due south fiftyavery s erved a due south a n (8)

focal p oidue northt for m oreast f unda1000ental ( nine)

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chapter o n p agdue east 2 92.)

Modifieastwardd C 50ozeast P asdue southageastwardsouth a nd O PINorth

BOX viii.iii

What about . . .

Due eastLL and Stru ggling Readers?

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the w ay due west e t eastach a due northd le arn.

Knowin g h ow to u sdue east inform atio n a nd c om-

munic atio n te chnolo mie south (IC T), s uch a s th e

Interne t, is in teg rafifty to thursdayeastward s tra teg ic knodue west 50-

edgdue east a nd south kills th at e very stu deastdue northt in due east veastwardry

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Health E ducatio due north (A AHE), for e tena1000ple, is

thdue east use of ICT to devdue east lop heastwarda lth lite racy:

■Due southtu dents due westsick d ethousandonstr ate th due east a bility

to acce ss va hat hea lth in forma tiodue north

adue northd h ealth p rothouotio due north p roducts a nd

southwarderviceastwardsouthward.

■Southtu deastnts will d ethouonstrate th e a bility to

use interp ers onal c ochiliadthousandudue northic atio north s kills

to eastwardnhanorthwardce heastwarda lth.

The In ternorthwardatio nal R eastwardading A sso ciatio north (IR A)

and th east Northward atio northal C oudue northcil of T

eacheastrs of

Enyardlish (N CTEast) a re e xplicit in thursday eir southward ta n-

dard for usin g IC T:

■Stu dents u se a v ariety of te chnolo gic al

and inform atio n reso urc due easts...to

one thousandeth eastr

anorthd south ynorthwardth esiz e inform atio n to c reate a nd

cothousandone thousandunorthwardic ate grand nowle dge.

State c odue northte nt sta ndard s, lik due eastwestwardise, u northward-

deastrs core th e a bility to p ut te chdue northolo kies to

use for le arnin one thousand, b ut for th e k ost p art, southwardtate due south

contin can ueastward to rely o n p aper-a due northd-p enorthwardcil te sts ,

rathursday er th an th e lightra cie southward re quire d b y IC T,

to asouthwardses s s tudeastn ts' ab ilities to mee t con tent

southta ndard s. D onald L due eastu (2 002), o ne of thursday east

lead inm scho lars assoc iated w ith the new lit-

era cies, arg udue easts th at proficie northcy a southwarddue southeastwardssouthchiliadedue northts

will n eed to b eastward r edefin ed in th e e ver c hang-

ing wor ld of ICT

: "The cha llenmeastward will beastward to

de5due eastlo p a ssessgrandeastnt s ydue southte ms th at thou eep u p

westwardith th due east c oncan ually c hanorthwardgin m n ature of lit-

era cy s o thursday at ass essthousandenortht d ata pro 5id e u sefu fifty

info rmatio northward for p landue northin g" (p.three

iihalf dozen). H east p oints

out a one thousand ajor fla w in southtate westid e profic ie due northcy

asouthse ssm ents re late d to re adin m a northwardd west ritin grand:

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●eResources. The eResources marginal icon directs readers to the Companion

Website to search for Web links, Due westeb activities, or suggested readings to en-

gage in further learning about the topics presented in each affiliate. There are

also additional eResources at the terminate of each chapter directing students to the

Companion Website for more than activities and suggested readings, equally well every bit ar-

ticles from the New York Times.

Supplements for Instructors and Students

Allyn and Salary is committed to preparing the all-time quality supplements for its text-

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●Teacher'south Resource Manual and Test Bank with teaching suggestions and

examination items for each chapter.

●PowerPoint™ Presentation. Ideal for lecture presentations or student hand-

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●Companion Westwardebsite (www.ablongman.com/vacca8e) that provides online

practice tests, activities, and additional Web resources to deepen and aggrandize

understanding of the text.

●VideoWorkshop, a new style to bring video into your grade for maximized

learning! This total education and learning organisation includes quality video footage

on an like shooting fish in a barrel-to-use CD-ROM plus a Student Learning Guide and an Instructor's

Teaching Guide. The consequence? A program that brings textbook concepts to life

with ease and that helps your students understand, analyze, and employ the ob-

jectives of the course. VideoWorkshop is bachelor for your students as a value-

pack choice with this textbook. (Special package ISBN required from your

representative.) VW will eventually get part of an exciting new packet on-

line chosen "My Lab School" currently under construction. Watch for details.

●My Lab School. Discover where the classroom comes to life! From video clips

of teachers and students interacting to sample lessons, portfolio templates,

and standards integration, Allyn and Salary brings your students the tools

they'll need to succeed in the classroom—with content hands integrated into

your existing course. Delivered within Course Compass, Allyn and Bacon's

course management system, this program gives your students powerful in-

sights into how real classrooms work and a rich array of tools that will sup-

port them on their journey from their first class to their first classroom.

●Allyn and Salary Digital Media Archive for Literacy. This CD-ROM offers

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that tin can be incorporated into multimedia presentations in the classroom.

xxii PREFACE world wide web.ablongman.com/vacca8e

●Professionals in Action: Literacy Video. This 90-infinitesimal video consists of 10-

to 20-infinitesimal segments on Phonemic Awareness, Teaching Phonics, Helping

Students Become Strategic Readers, Organizing for Teaching with Literature,

and discussions of literacy and brain inquiry with experts. The first iv seg-

ments provide narrative along with actual classroom educational activity footage. The fi-

nal segments present, in a question-and-answer format, discussions by

leading experts in the field of literacy.

●Allyn and Salary Literacy Video Library. Featuring renowned reading schol-

ars Richard Allington, Dorothy Strickland, and Evelyn English, this three-

video library addresses core topics covered in the literacy classroom: reading

strategies, developing literacy in multiple intelligences classrooms, develop-

ing phonemic awareness, and much more than.

Acknowledgments

Westwarddue east are grateful to the many individuals who made this edition possible. Kickoff, we

would similar to thank several of our sometime doctoral students who came to the res-

cue of tired and beleaguered mentors past helping u.s. to meet deadline commit-

ments: Dr. Barbara Moss, San Diego Country Academy, for revising Chapter 5,

Learning with Trade Books; Dr. Christine McKeon, Walsh Academy, for serving

in the role of Webmaster as she updated and redesigned the Companion Website

for this edition; and Dr. Maryann Mraz, University of North Carolina, for revising

and updating the Teacher'southward Resources Manual.

We also wish to acknowledge the thoughtful and thought-provoking profes-

sional suggestions of those who responded to questionnaires and reviewed the

text for this edition: Vi Alexander, Stephen F. Austin State University; Mickey

Bogart, Kansas State Academy; Dr. Deb Carr, Rex's College and Hazleton Area

School Commune; Ann Harvey, Columbia Higher; Stephenie Hewett, The Citadel;

Lois E. Huffman, Due north Carolina Land University; Luther Kirk, Longwood Uni-

versity; and Joyce Stallworth, The University of Alabama.

This book is only as adept as the editors behind it. We owe a debt of gratitude

to our Acquisitions Editor, Aurora Martínez, whose graceful guidance and inci-

sive leadership on this projection fabricated usa work harder than we wanted to. And spe-

cial kudos to Tom Jefferies, the finest and steadiest developmental editor with

whom we have had the pleasure to work thus far.

A special thanks to students, colleagues, and teachers in schools through-

out the United States and Canada, too numerous to list, who take contributed

immeasurably to our growth every bit teachers and scholars. This book has been a

marriage-of-sorts for the states and it's time to celebrate our silver anniversary with

this edition's time cycle! Never in our dreams did nosotros think it possible, and we

give thanks a Ability greater than ourselves for making it a reality.

R. T. V.

J. L. Five.

PREFACE xxiii

... Kako bi nastavnik omogućio učenicima razvoj kompetencija i pismenosti nužnih za život i rad, a time ostvario odgovorne zahtjeve koji proizlaze iz Nacionalne strategije poticanja čitanja i promicanja kulture čitanja, mora kontinuirano unapređivati svoje učiteljske kompetencije, održavati visoku profesionalnu kvalitetu poučavanja te prihvaćati i primjenjivati inovativne pristupe u teoriji i praksi nastave (Vacca i Vacca, 2005). Navedene kompetencije nužne su kako bi nastavnici bili u mogućnosti preuzeti ulogu posrednika promjena u društvu temeljenom na znanju (Batarelo, 2007). ...

... Za sve ove aktivnosti od presudne su važnosti različiti metodički postupci te kreativnost učitelja i mogućnost prilagodbe različitim odgojno-obrazovnim situacijama, a pri čemu je važno naglasiti da suvremeno društvo odlikuje velik broj informacija, stalna potreba za učenjem i složenost znanja (Batarelo, 2007). Veći broj autora (Becker i sur., 2010;Gambrell, 1996;Vacca i Vacca, 2005) naglašavaju važnost učitelja i njegovih kompetencija kod razvoja različitih oblika pismenosti neovisno o kojem predmetnom području je riječ te kako je nužno da učitelj nastavne sadržaje integrira s raznovrsnim tekstovima, bilo lektirnim ili popularnim, vodeći računa da diferencira i individualizira nastavne postupke ovisno o potrebama i interesima učenika. Uspješnost nastave književnosti znatno ovisi o izvannastavnom čitanju pa se često ističe da je to ključ koji djeci otvara vrata u književnost i upućuje ih u čudesni svijet riječi (Lučić, 2008). ...

Dobrobiti čitanja opće su poznate. Kad je međutim riječ o čitanju, a posebice o čitateljskim navikama mladeži, često se u stručnim i znanstvenim krugovima i u javnosti govori o krizi čitanja. Stoga je odgoj mladih čitatelja jedan od izazova koji se postavljaju pred današnju školu na koji je, kako to pokazuju dobra iskustva iz nastavne prakse, moguće uspješno odgovoriti. Imajući to u vidu, provedeno je istraživanje kojem je bio cilj utvrditi primjere dobre prakse u motiviranju adolescenata na čitanje. Postupkom intervjuiranja ispitane su nastavnice Hrvatskoga jezika, vrsne mentorice, koje sustavno potiču čitanje kod učenika. U skladu s tim ponuđene su preporuke za promicanje čitanja u odgojno-obrazovnome procesu

... I activeness for awakening students' schemata is by creating a heed map, too called a semantic web (Gibbons, 2002) or a semantic word map (Vacca & Vacca, 2002). This is a brainstorming activeness. ...

... In scaffolding, the teacher provides a structure which helps students to exercise something which they cannot do on their own. Eventually, the supporting construction is removed, and students are able to perform without aid (Echevarria et al., 2004;Gibbons, 2002;Vacca & Vacca, 2002). There are three types of scaffolding that instructors may provide: exact, procedural, and instructional (Echevarria et al., 2004). ...

  • Nikki Ashcraft

As new English-medium universities open their doors in the Arabian Gulf andsome Arabic-medium universities switch to using English as the linguistic communication ofinstruction, instructors in all disciplines face the claiming of teaching theircourses in English to students who have learned (and who are continuing tolearn) English as a foreign language. This article reviews theories and practicesfrom the field of Practical Linguistics and Teaching English as a SecondLanguage (TESOL) which can aid content-area instructors sympathise andreach these learners. Second language acquisition research has produced several concepts ofinterest to content-area instructors. Krashen's theory of comprehensible input focuses on the linguistic communication used by the teacher, while Swain's of comprehensibleoutput emphasizes providing opportunities for students to produce language. Cummins differentiates between two types of language proficiency: BasicInterpersonal Communication Skills (BICS), which are needed for dailyinteractions, and Cerebral Bookish Language Proficiency (CALP), which isrequired for bookish tasks. Interlanguage and first language interference mayalso influence students' second language production in classroom settings. Specific classroom practices for improving students' linguistic communication comprehensionand facilitating content learning are recommended. These include modifyingspeech, using visual aids, utilizing a multifariousness of questioning techniques, andextending the fourth dimension instructors wait for students to answer. Instructors canemploy strategies, such every bit listen-mapping and quickwriting, to actuate students'linguistic and conceptual schemata at the outset of a lesson. Scaffoldingprovides structure and support for students to complete tasks until they are ableto realize them on their own. Collaborative/cooperative learning lowers students'affective filters and offers opportunities for participation and linguistic communication do. Graphics illustrate some of the suggested practices.

... Research in these fields has documented how subject content is codified by, and transmitted through, linguistic communication and literacy practices. The piece of work of Herber (1970), Rumelhart (1980), Armbruster and Chocolate-brown (1984), Morris and Stewart-Dore (1984), Alvermann and Phelps (1989), Vacca and Vacca (1989), Ruddell (2008) and Dear (2010) has been pregnant. Collectively, these researchers have helped explicate the language processes involved in recording, translating and expressing subject content; and they have stimulated the development of portable strategies that teachers can adopt and adapt for classroom use. ...

The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their ain schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to enhance standards in schools are beset by a troubling circularity. Hither we illustrate the problem with further findings from a Western Australian ITE Accomplice Study (n=393), focussing this fourth dimension on the word knowledge of secondary teaching graduates. Our analysis suggests that some secondary ITE students carry shortcomings from their own schooling that may hamper their power to teach word noesis or to self-correct. Current preparation and resource may thus have limited efficacy for some graduating teachers, placing limits on what can be accomplished in schools. We consider the implications for literacy policies and for initial instructor education at secondary level.

... Lorsqu'ils commencent leurs études à l'université, ils lisent plutôt des textes authentiques ou non adaptés, et rencontrent une langue et des références culturelles moins familières (Reznitskaya et Anderson, 2002). Ils éprouveront évidemment beaucoup de difficultés avec les textes en LE, spécifiquement ceux dont les habiletés de lecture sont limitées dans leur propre langue maternelle (Vacca et Vacca, 2002). ...

  • Amirreza Vakilifard Amirreza Vakilifard

Cette étude cherche à préciser les différents processus cognitifs mis en oeuvre lors de la compréhension d'un texte dans une langue étrangère. Le but de cette étude est d'expliquer l'ensemble des enjeux cognitifs et des facteurs sociaux en jeu dans la compréhension de texte par un lecteur non indigène. Dans ce only, la méthode de recherche descriptive a été choisie cascade révéler les similitudes et les différences de compréhension de texte en langue maternelle et en langue étrangère. Pour ce faire, toutes les similitudes et les différences de compréhension en langue maternelle et en langue étrangère ont été explorées, extraites et classifiées de manière exhaustive. Les résultats montrent que si la compréhension de texte en langue seconde a plusieurs points de convergence avec celle en langue maternelle, elle south'en distingue sur plusieurs points tous classifiables en trois grandes catégories (les différences linguistiques et de traitement; les différences individuelles et expérientielles; et les différences socioculturelles et institutionnelles) englobant, chacune, plusieurs sous catégories. Sur la base of operations des résultats de cette étude, un modèle globale de ces différences a été conçu pour la première fois. Les résultats de cette étude débouchent sur une connaissance des spécificités et des limites de la compréhension dans le contexte de l'enseignement de la compréhension de textes en langue étrangère.

... Information technology is of import to distinguish between reading fluency (i.e. the ability to read speedily and accurately without paying conscious attention to private words) and reading comprehension (i.e. the extraction of meaning from a text) (Harrison & Perry, 2004;O'Donnell & Wood, 2004). Comprehension is not a passive procedure; the reader must actively construct pregnant from the text (Vacca & Vacca, 2002). Kintsch's 'Construction-Integration' model of learning separates comprehension into two phases; (i) identifying the words, vocabulary and grammatical features of the text, and (two) integrating that cognition into the reader'south current mental model of the world (Kintsch, 1998). ...

  • Katharine East Hubbard

In that location have been calls for Science Engineering Applied science and Mathematics (Stem) teaching to become more than interdisciplinary, reflecting the reality of gimmicky research. Withal, communicating beyond disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in Stalk through thematic analysis of Great britain quality subject field benchmark statements, which identifies considerable variation in the expectations of undergraduates to appoint with primary research literature. I explore implications this has for interdisciplinary teaching, and nowadays some published pedagogical strategies for engaging students in research literature. I telephone call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.

... Routman (2005) contends that students learn more than when they are able to talk to one another and be actively involved in the learning procedure. Vacca and Vacca (2002) contend that there is need to shift the burden of learning from the teachers' shoulders to students'. Wilkinson, Soter, and Murphy (2010) restated that there is need for a gradual release of responsibility for command of the discussion from teacher to students. ...

  • Oluwatoyin Obateru Oluwatoyin Obateru

The written report investigated the Influence of students' social classroom interactions on their learning Outcomes in English language in Ekiti State Senior Secondary schools, Nigeria. The study adopted the survey pattern. Multi-stage sampling technique was used in selecting the required number of respondents for the study. The population consisted of SS2 students in senior secondary schools in the land. A total sample of 137 students was used as study sample. Iii instruments were developed, pilot tested and validated by the researcher and adopted in collecting data for the study: Students Social Classroom Interaction Questionnaire (SCSIQ) with Kudar-Richardson KR-xx reliability coefficient index of 0.72, Student English language Language Attitude Scale (SELAS) with Kudar-Richardson KR-20 reliability coefficient index of 0.67 and Students English language Motivation Scale (SELMS) with Kudar-Richardson KR-20 reliability coefficient alphabetize of 0.65. Data were analysed using descriptive statistics, correlation and multiple regression at p<0.05. Findings shows that at that place exists a positive social classroom interaction among senior secondary school students in Ekiti State; there is a negative relationship betwixt students' social classroom Interaction and students' attitude to English language; there is a positive human relationship between students' social classroom Interaction and students' motivation in English language language and that students' motivation in English language language had a significant positive human relationship with educatee attitude towards the subject. Furthermore, the report showed that students gender and the number of friends they have in class had a significant influence on their mental attitude towards English language language but not meaning on their motivation in the subject. It is recommended that if Ekiti State instruction stakeholders intend to vigorously improve motivation in English linguistic communication among students, particularly in secondary schools, social interaction in students' classrooms should be encouraged.

... The report was anchored on the concept stipulated in the Content Area Reading: Literacy and Learning Beyond the Curriculum (Vacca & Vacca, 2008) which states that the 3 levels of comprehension-the literal, the interpretive, and the applied levels are reading conceptions from which teachers in schoolhouse base their plan, design, and creating of reading activities in their classes that give pupils the opportunity to evaluate data on the reading selection. Such conceptualization was used in this study to assess the level of comprehension in poetry of the Grade five pupils of private schools in Surigao City. ...

... Despite of all the facts, the views in the favour of skills and sub skills of reading are influential. This tin can exist seen in the use of unlike taxonomies utilized in didactics and testing of reading (Alderson & Lukmani, 1989;Grabe, 1991;Hudson, 2007;Matthews, 1990;Pearson & Johnson, 1978;Urquhart, 1998;Vacca & Vacca, 2005). In spite of the utility of all these taxonomies, these are as well criticized, for case, Matthews (1990) states that Munby'south taxonomy (1978) is based on noesis rather skills. ...

  • Amna Arshad
  • Aleem Shakir
  • Muhammad Ahmad Muhammad Ahmad

The aim of this review article is to explore the principles involved in testing reading abilities. It considers the key issues i.e. the pick of text for testing reading comprehension, item format, text length, use of different genres and the role of groundwork knowledge to test individual pupil levels or processes. Most of the studies followed different taxonomies to examination reading comprehension. Bloom's taxonomy had extensively been used by many researchers to measure out low and high order skills. The data was collected from unlike sources i.east. books and journals. Results, based on previous literature, showed that the construction of reading tests was highly dependent on the purpose of measuring intended skills or sub skills at lower and college cerebral levels of the students. Text pick and its length, text type, item formats, groundwork cognition of test takers were considered according to the levels of test takers.

  • Marija Ropič
  • Metka Kordigel Aberšek

This paper presents the results of the 5 months experiment in which the influence of using a spider web graphic organizer in the science literacy curriculum was observed. The interest of the written report was focused on the quality and quantity of learning/understanding the explicatory text clarification from the science textbook. The experiment included students at the historic period of 8-9 years. Scientific discipline and L1 class were integrated for this purpose: teachers were instructed to utilise spider web graphic organizer every bit a tool for visualizing the text structure on the level of concrete cerebral operations. The results testify the effect of using the web graphic organizer on students' competence to find out what in the science textbook text is important, on the level of text comprehension and on the competence of comparing new information with the previous cognition. Cardinal words: Web graphic organizer, pre knowledge, categorization of concepts, reading comprehension, description, science textbooks.

The aim of this written report is to investigate the effectiveness of the think-aloud method in instruction reading comprehension skills. The quasi-experimental research used pre-test and postal service-test pattern involving students of tenth form at state senior high schoolhouse Bolano in Parigi-Moutong, Sulawesi Tengah, Indonesia in academic 2019-2020 who were selected using probability sampling. The stratified sampling was used to separate the population on some specific characters. So, a simple random sampling technique was conducted to assign the experimental and command group with 61 full participants. To collect the data, pre-exam and post-examination were assigned. The tests of reading skills were validated through peer validation and content validity. A split-half method is used to find the reliability of the instruments. The inferential statistics using SPSS 22 were applied to clarify the data, normality test, homogeneity test, and hypothesis testing result. The findings of this study revealed that the recall-aloud method had a significant difference in enhancing students' reading comprehension skills compare to the grammar-translation method. It was indicated past the value of 0.00 in the reading comprehension test which was lower than 0.05. This means that the use of the recollect-aloud method is constructive to raise students' reading comprehension skills and assistance students to exist effective readers.

ResearchGate has non been able to resolve whatever references for this publication.