TY - BOOK AU - Manzo,Anthony V. AU - Manzo,Ula Casale AU - Estes,Thomas H. TI - Content area literacy: interactive teaching for active learning SN - 0471365610 (paper : alk. paper) AV - LB1050.455 .M36 2001 U1 - 428.407 21 PY - 2001/// CY - New York PB - Wiley KW - Content area reading KW - United States KW - Language arts KW - Correlation with content subjects KW - Interdisciplinary approach in education N1 - Includes bibliographical references (p. 436-449) and index; Foundations of Content Area Literacy -- Why and What Teachers Should Know about Content Literacy -- Introduction to content area literacy, with a look at a simple teaching method -- For improving reading and learning in any subject material -- Concepts and Terminology to Help You Get Started -- A closer look at the cognitive processes involved in reading comprehension, and a method -- The Oral Reading Strategy -- For teaching active reading-thinking strategies -- Elements and Frameworks for Interactive Instruction in Content Area Reading and Writing -- Elements of the interactive classroom, and an instructional frameworks for reading- and writing-based instruction -- Reading and Learning from Text -- Methods for Prereading Schema Activation -- Methods for medeling questioning strategies for prereading schema activation, and approaches to reading before reading -- Methods for Guiding Silent Reading -- Techniques for actively monitoring comprehension, four types of reading guides, and a look at what's in store for built-in hypertext reading guides -- Methods for Postreading Schema Building -- Teacher-directed and peer group formats for postreading recitation and discussion to consolidate learning -- Methods for Vocabulary and Concept Development -- Methods for alerting students to new words before they read, and for acquiring new vocabulary during and after reading -- Higher-Order Literacy and Assessment in the Disciplines -- Critical-Constructive Reading, Writing, Thinking, and Telecomputing N2 - The Third Edition of this well respected text introduces readers to the why and how of promoting basic and higher--order literacy. It does so in the context of the importance of reading and thinking as a collateral part of specific subject instruction in an increasingly interconnected local and global environment UR - http://www.loc.gov/catdir/description/wiley037/00027524.html UR - http://www.loc.gov/catdir/toc/onix06/00027524.html ER -