Reading to Learn in the Content Areas , Seventh Edition

560 Pages·2008·11.07 MB·English

by  Judy S. Richardson

A
P
PREPARATION
• Overcoming
Text Problems
• Building
Background
Knowledge
• Determining
Background
Knowledge
R
REFLECTION
• Evaluation
ASSISTANCE
• Demonstrating
• Maintaining
Learning
Purpose
• Extending the
• Building
Reading
Comprehension
Experience
• Retention
PAR Lesson Framework
Graphic developed by Dawn Watson and Walter Richards.
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S E V E N T H E D I T I O N
Reading to Learn in the
Content Areas
J S. R
UDY ICHARDSON
Virginia Commonwealth University
R F. M
AYMOND ORGAN
Old Dominion University
C E. F
HARLENE LEENER
Old Dominion University
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Reading to Learn in the Content Areas, © 2009, 2006 Wadsworth, Cengage Learning
Seventh Edition
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Judy S. Richardson, Raymond F. Morgan,
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Charlene E. Fleener
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To Dan Alpert,our editor for three editions—a wonderful
editor and friend.
Judy S.Richardson
To Sue,Jon,and Chris for their steadfast support.
Ray Morgan
To my fellow learners and teachers who bring a sense of
special joy and purpose to this work,and to my family and
friends for unconditional love,encouragement,and support.
Charlene E.Fleener
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Contents
Preface xiii
CHAPTER 1
Content Teachers and Content Literacy 1
What Is the Role ofLiteracy in Content Classrooms? 3
Improved Instruction—Are We There Yet? 4
Ten Principles for Content Reading Instruction 7
Effective Content Teachers 13
The Importance ofStructure through a Lesson Framework 15
PAR:A Lesson Framework for Instruction 15
Four Lessons ofPAR Used in Teaching Content 17
Example from a Primary Social Studies Lesson 18
Example from a Fourth Grade Science Class 19
Example from a Middle School Mathematics Lesson 22
Example from a High School Health/Physical Education Class 23
The Organization ofThis Text 27
One-Minute Summary 27
PAR Online 28
End-of-Chapter Activities 28
CHAPTER 2
Assessment and Evaluation Issues 30
Teaching in an Age ofAccountability 33
Key Concepts in Assessment and Evaluation 34
Standardized,Norm-Referenced Tests 34
Criterion-Referenced Tests 35
Evaluation in the Era ofNo Child Left Behind 36
Experts Weigh In 38
How Are High-Stakes Tests Constructed and Used? 40
What Role Can Technology Play in Assessment,Testing,and Evaluation? 40
v
What Educators Can Do in the Age ofAccountability 41
When Teachers Make Tests 42
The Role ofPop Quizzes 43
Traditional Teacher Evaluation 45
Creating Effective Teacher-Made Tests 46
How to Improve the Design ofTests 48
Preparing and Assisting Students to Take Tests 49
Nontraditional Ways to Assess 51
Graphic Organizers 52
Factstorming 55
Designing a Test with a Self-Rating 55
Helping Students Become Test-Wise 56
A Checklist for Designing a Test 57
Authentic Assessment 58
Developing Authentic Assessments 60
Portfolios as a Means ofAuthentic Assessment 60
Getting Started with Authentic Assessment 64
One-Minute Summary 66
PAR Online 66
End-of-Chapter Activities 66
CHAPTER 3
Preparation for Learning 68
The Importance ofDetermining Prior Knowledge 71
The Problem ofMatching Reader with Text 72
Schema Theory and Prior Knowledge 73
The Role Prior Knowledge Plays in Heightening Interest 74
Limited Prior Knowledge 76
Incorrect Prior Knowledge 78
Preparing the Learner through Building on Prior Knowledge 78
Prelearning Concept Checks 79
Rewriting Text 79
Written Previews 82
Clarifying Thinking with Graphic Organizers 83
Anticipation Guides 85
Factstorming 88
Modified Cloze Procedure 90
Analogies 90
Changing Student Misconceptions through Discussion 93
One-Minute Summary 94
PAR Online 95
End-of-Chapter Activities 95
(cid:2)
vi Contents