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Bibliographic Detail
Publisher
Natl Council of Teachers
Publication date
July 31, 2010
Pages
159
Binding
Paperback
Book category
Adult Non-Fiction
ISBN-13
9780814108437
ISBN-10
0814108431
Dimensions
0.50 by 7.50 by 9.50 in.
Weight
0.75 lbs.
Original list price
$39.95
Amazon.com says people who bought this book also bought:
Guided Reading | The Survival Guide for New Special Education Teachers | Educational Psychology | Start Where You Are, But Don't Stay There | Content-Area Writing | Comprehension & Collaboration | Writing Measurable Iep Goals and Objectives | Linguistics for Teaching English in Multilingual Classrooms | Letters to a Young Teacher
Guided Reading | The Survival Guide for New Special Education Teachers | Educational Psychology | Start Where You Are, But Don't Stay There | Content-Area Writing | Comprehension & Collaboration | Writing Measurable Iep Goals and Objectives | Linguistics for Teaching English in Multilingual Classrooms | Letters to a Young Teacher
Summaries and Reviews
Amazon.com description: Product Description: For too long, false perceptions and often policy have led teachers to believe they must choose between teaching reading and teaching content. As teachers, however, we know that for students to be successful in all subjects, they must have a strong foundation in reading and writing.
_Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge_ addresses this issue head-on, exploring the reality, which is that reading and content can, and should, go hand-in-hand to support subject area learning.
Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning experiences; using strategies to help focus student readers before they engage with texts; supporting comprehension in content areas through discussion and writing; and analyzing texts and applying content learning.
Rich in classroom examples, the book strives not to remake content teachers into reading teachers, but instead to support content teachers in using texts to deepen students' understanding of the core ideas, critical information, and ways of thinking in the disciplines.
_Reading for Learning: Using Discipline-Based Texts to Build Content Knowledge_ addresses this issue head-on, exploring the reality, which is that reading and content can, and should, go hand-in-hand to support subject area learning.
Drawing on research in human cognition, reading development, and discipline-specific pedagogies, Heather Lattimer provides practical, classroom-tested approaches to helping students access and critically respond to content-based texts, such as selecting texts that enhance student learning experiences; using strategies to help focus student readers before they engage with texts; supporting comprehension in content areas through discussion and writing; and analyzing texts and applying content learning.
Rich in classroom examples, the book strives not to remake content teachers into reading teachers, but instead to support content teachers in using texts to deepen students' understanding of the core ideas, critical information, and ways of thinking in the disciplines.
Editions
Paperback
The price comparison is for this edition
from Natl Council of Teachers (July 31, 2010)
9780814108437 | details & prices | 159 pages | 7.50 × 9.50 × 0.50 in. | 0.75 lbs | List price $39.95
About: For too long, false perceptions and often policy have led teachers to believe they must choose between teaching reading and teaching content.
About: For too long, false perceptions and often policy have led teachers to believe they must choose between teaching reading and teaching content.
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