Higher Education

Reading to Learn in the Content Areas, 8th Edition

  • Judy S. Richardson Virginia Commonwealth University
  • Raymond F. Morgan Old Dominion University
  • Charlene Fleener Old Dominion University
  • ISBN-10: 1111302731  |  ISBN-13: 9781111302733
  • 504 Pages
  • Previous Editions: 2009, 2006, 2003
  • © 2012 | Published
  • College Bookstore Wholesale Price = $183.00
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About

Overview

With READING TO LEARN IN THE CONTENT AREAS, Eighth Edition, future educators discover how they can teach students to use reading, discussion, and writing as vehicles for learning in any discipline. The text explores how the increased availability of computers, instructional software, social media, and Internet resources--as well as the rise of electronic literacy in general--have affected the ways children learn and create meaning from their world. The authors’ unique lesson framework for instruction, PAR (Preparation/Assistance/Reflection), extends throughout the book. The text’s reader-friendly presentation, balanced approach, strong research base, and inclusion of real-life examples from a variety of subject areas and grade levels have helped make it one of the most popular and effective books on the market.

Features and Benefits

  • The text covers primary through secondary grades and features examples from all content areas, including math, science, social studies, language arts, health, music, art, foreign languages, and vocational education. A comprehensive table categorizes all activities by grade level and content area for easy reference.
  • Abundant sample activities developed by actual teachers and students during classroom practice provide interesting, relevant, and useful examples. At the same time, the authors’ strategy-based approach shows students how each activity is also a strategic means to aid learning.
  • The authors adopt a balanced approach and strong research base to provide a realistic and practical treatment of reading and methodology issues, theory, research, and historical perspective. Their unique instructional framework, PAR (Preparation/Assistance/Reflection), appears throughout the book.
  • Detailed chapter introductions offer a useful guide to key content and show how various chapters relate to one another, while structured overviews, graphic organizers, and Margin Notes within each chapter help readers focus their studies and better absorb the material.
  • Each chapter opens with a real-life classroom scenario involving an interesting dilemma related to the chapter content, followed by an actual teacher’s response--providing practical insights that students may be able to put to good use in their future classrooms.
  • The text emphasizes technology in the content classroom--exploring the ways computers, instructional software, Internet resources, e-books, social media, and other modern resources have profoundly affected how children learn and create meaning from their world.
  • A chapter on study skills in the electronic age helps students make full and effective use of online resources for studying and coursework.
  • The authors present coverage of diversity, accountability, and standards--including cultural diversity, English Language Learners, struggling readers, Adequate Yearly Progress, No Child Left Behind, International Reading Association (IRA) standards, and other topics that strongly influence the daily activities and underlying objectives of today’s teachers.
  • The book’s website, Education CourseMate, includes supplemental PAR activities to support multiple teaching needs, examples provided by teachers who have used the text’s PAR activities in their classes, links to various related websites, audio links (including read-alouds), video segments, InfoTrac® College Edition exercises, and more. The website provides vivid, interesting examples of various applications of key concepts in an actual classroom setting, helping to bring the material to life for students in a natural context and provide them with ideas for their own future work as professional educators.
  • NEW! This edition discusses reading and comprehension strategies that have grown out of current research on post-reading, including a new study guide to enhance post-reading reflection.
  • NEW! The latest research on technology and reading includes material on how to teach electronic texts, how to use virtual learning environments, and how to teach for 21st century skills.
  • New discussions cover the latest research and classroom techniques for developing students’ academic language, vocabulary, comprehension, retention, and writing. Also presented is new groundbreaking research from the Striving Readers Study.
  • NEW! Updated educational policy information that affects teaching and learning includes discussion of Race to the Top, EASA reauthorization, and the Common Core Standards movement.
  • NEW! New information about brain-based learning includes the new Two-Phase Effective Strategies Model (Phase I: Explicit strategies instruction, Phase II: Teaching that promotes self-regulated strategy use among students).
  • NEW! New examples of student work appear throughout the book.

Table of Contents

1. Content Teachers and Content Literacy.
2. Assessment and Evaluation Issues.
3. Preparation for Learning.
4. Assistance in Learning.
5. Learning through Reflection.
6. Moving beyond the Traditional Textbook and Transmission Methods.
7. Technology in Today’s Content Classrooms.
8. Study Skills in the Electronic Age.
9. Teaching Vocabulary.
10. Writing to Learn in the Content Areas.
11. Supporting Diverse Learners in Content Classrooms.
12. Teaching in the Affective Domain.

What's New

  • NEW! Chapters integrate new teaching strategies and techniques to facilitate learning for English language learners and others with diverse learning needs.
  • NEW! The “Voices from the Classroom” feature includes many new examples. These chapter-opening vignettes illustrate the kinds of challenges and dilemmas that teachers face. Each scenario includes questions for students to consider as they read the chapter.
  • NEW! This edition includes expanded coverage of interdisciplinary instructional design, lesson planning, and project/problem-based learning--addressing disciplines such as art, drama, social studies, physical education, music, and world languages.
  • NEW! The authors incorporate new research on the impact of culture, diversity, and pressing contemporary social issues on teachers’ practice within the classroom.
  • NEW! Up-to-date material is provided on tapping students’ prior knowledge, incorporating students’ background experiences, cognitive dissonance, reciprocal teaching, and critical thinking and engagement. This edition also provides the latest techniques for evaluating texts and for evaluating students’ metacognitive problem-solving skills for reading and comprehension. It also includes techniques for improving students’ reading retention with an eye toward boosting their achievement test scores.
  • NEW! This edition presents new ideas for classroom activities geared to helping students build critical literacy skills.
  • NEW! This edition discusses reading and comprehension strategies from current research on post-reading, including new methods and techniques to enhance post-reading reflection.
  • NEW! The latest research on technology and reading includes material on how to teach electronic texts, how to use virtual learning environments, and how to teach for 21st century skills.
  • NEW! New discussions cover the latest research and classroom techniques for developing students’ academic language, vocabulary, comprehension, retention, and writing. Also presented is new groundbreaking research from the Striving Readers Study.
  • NEW! Updated educational policy information that affects teaching and learning includes discussion of Race to the Top, EASA reauthorization, and the Common Core Standards movement.
  • NEW! New information about brain-based learning includes the new Two-Phase Effective Strategies Model (Phase I: Explicit strategies instruction, Phase II: Teaching that promotes self-regulated strategy use among students).
  • NEW! New examples of student work appear throughout the book.

Learning Resource Bundles

Choose the textbook packaged with the resources that best meet your course and student needs. Contact your Learning Consultant for more information.

Bundle: Text + Education CourseMate with eBook Printed Access Card

ISBN-10: 1111974926  | ISBN-13: 9781111974923

List Price = $256.95  | College Bookstore Wholesale Price = $193.00

This Bundle Includes:

  • Reading to Learn in the Content Areas
    List Price = $243.95  | CengageBrain Price = $243.95  | College Bookstore Wholesale Price = $183.00
  • Education CourseMate with eBook Printed Access Card
    List Price = $170.00  | College Bookstore Wholesale Price = $127.00


Printed Text + Education CourseMate with eBook Instant Access Code

ISBN-10:  128526326X | ISBN-13:  9781285263267

List Price = $256.95  | CengageBrain Price = $256.95  | College Bookstore Wholesale Price = $193.00

This Bundle Includes:

  • Reading to Learn in the Content Areas
    List Price = $243.95  | CengageBrain Price = $243.95  | College Bookstore Wholesale Price = $183.00
  • Education CourseMate with eBook Instant Access Code
    List Price = $170.00  | CengageBrain Price = $170.00  | College Bookstore Wholesale Price = $170.00


Supplements

All supplements have been updated in coordination with the main title. Select the main title's "About" tab, then select "What's New" for updates specific to title's edition.

For more information about these supplements, or to obtain them, contact your Learning Consultant.

Instructor Supplements

Education CourseMate with eBook Instant Access Code  (ISBN-10: 1111862206 | ISBN-13: 9781111862206)

Cengage Learning’s Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. CourseMate includes an integrated eBook, quizzes, flashcards, audio links, videos, supplemental PAR activities, InfoTrac® College Edition exercises, and more. It also includes EngagementTracker, a first-of-its-kind tool that monitors student engagement in the course. The accompanying instructor website offers access to password-protected resources such as an electronic version of the instructor’s manual and PowerPoint® slides.

List Price = $170.00  | CengageBrain Price = $170.00  | College Bookstore Wholesale Price = $170.00

Student Supplements

Education CourseMate with eBook Instant Access Code  (ISBN-10: 1111862206 | ISBN-13: 9781111862206)

Cengage Learning’s Education CourseMate brings course concepts to life with interactive learning, study, and exam preparation tools that support the printed textbook. Access an integrated eBook, the InfoTrac® College Edition online library, and chapter-specific learning tools including flashcards, quizzes, audio links, videos, and more. Go to CengageBrain.com.

List Price = $170.00  | CengageBrain Price = $170.00  | College Bookstore Wholesale Price = $170.00

Meet the Author

Author Bio

Judy S. Richardson

Judy S. Richardson is Professor Emerita, Department of Teaching and Learning in the School of Education at Virginia Commonwealth University. She has experience teaching at the elementary, middle, high school, and adult levels. She has numerous articles published in noted reading journals. In addition to READING TO LEARN IN THE CONTENT AREAS, Richardson is the author of READ IT ALOUD! USING LITERATURE IN THE SECONDARY CONTENT CLASSROOM, published by the International Reading Association (IRA), and AN ENGLISH TEACHER’S SURVIVAL GUIDE. Her chapter on the history of content area reading appears in the International Reading Association monograph as an essential history of current reading practices (2008). She received the Virginia Commonwealth University Award of Excellence in 2004 and the A. B. Herr Award for Distinguished Service in Reading in 2006 (College Reading Association). She is a Fulbright Scholar for 2008. Richardson is an authority on using technology in content reading instruction. She also is interested in the connections between reading education and English as a Second Language. She received and directed a $1 million (five-year) federal grant designed to improve classroom instruction for English Language Learners in the Richmond Metropolitan area. She has also worked through the International Reading Association (IRA) on a USAID-funded project for innovative secondary education in Macedonia.

Raymond F. Morgan

Raymond F. Morgan is Professor of Reading Education in the Department of Curriculum and Instruction at Old Dominion University (ODU) in Norfolk, Virginia. While at ODU, he has served as Graduate Program Director in Reading. He has written more than 60 publications in the field of reading education, including 14 textbooks. Dr. Morgan has made presentations in workshops and consultancies and at national, regional, state, and local conferences. He has been a featured speaker at both the International Reading Association (IRA) national conference and Southern Regional Education Board (SREB) national conference. He has consulted with many school systems throughout the country and overseas. In addition, he has been the recipient of more than $4 million in grants for service and research.

Charlene Fleener

Charlene Fleener is Associate Professor and Director of the Graduate Reading Program at Old Dominion University in Norfolk, Virginia. She is very active in the Virginia State Reading Association and has taught a number of literacy methods courses both in distance learning and traditional classroom settings. Charlene has several publications in the field of reading education, and has made numerous presentations at the state, national, and international levels, in addition to extensive work with Professional Development Schools Programs in Texas and Virginia. Fleener, who has experience teaching at the elementary, middle, and high school levels, graduated from Texas A & M University and has taught at Old Dominion University for seven years.