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El. knyga: Developing Readers in the Academic Disciplines

3.78/5 (186 ratings by Goodreads)
  • Formatas: 360 pages
  • Išleidimo metai: 10-Oct-2023
  • Leidėjas: Stenhouse Publishers
  • Kalba: eng
  • ISBN-13: 9781003840985
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Developing Readers in the Academic DisciplinesDidesnis paveikslėlis
  • Formatas: 360 pages
  • Išleidimo metai: 10-Oct-2023
  • Leidėjas: Stenhouse Publishers
  • Kalba: eng
  • ISBN-13: 9781003840985
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Buehl, an adolescent literacy consultant, social studies teacher, reading teacher, literacy coach, and professional development leader, provides a companion volume to his Classroom Strategies for Interactive Learning, showing middle and high school teachers how to teach disciplinary literacy. He explains how to teach comprehension of complex disciplinary texts, bridge the knowledge gap in various disciplines, frontload instruction that activates and builds academic knowledge, build an inquiry mindset, teach students how to work complex texts, and customize literacy practices, providing specific strategies for various disciplines in chapters. Revised, this edition has new approaches for encouraging inquiry around disciplinary texts. Annotation ©2017 Ringgold, Inc., Portland, OR (protoview.com)

Being literate in an academic discipline means more than simply being able to read and comprehend text; it means you can think, speak, and write as a historian, scientist, mathematician, or artist. Doug Buehl strips away the one-size-fits-all approach to content area literacy and presents a much-needed instructional model for disciplinary literacy, showing how to mentor middle and high school learners to become “academic insiders” who are college and career ready.
This thoroughly revised second edition of Developing Readers in the Academic Disciplines shows how to help students adjust their thinking to comprehend a range of complex texts that fall outside their reading comfort zones. This book —a natural companion to Buehl’s Classroom Strategies for Interactive Learning, which has been bolstering student comprehension for almost three decades—provides the following supports for teachers:
  • Instructional tools that adapt generic literacy practices to discipline-specific variations
  • Strategies for frontloading instruction to activate and build background knowledge
  • New approaches for encouraging inquiry around disciplinary texts
  • In-depth exploration of the role of argumentation in informational text
  • Numerous examples from science, mathematics, history and social studies, English/language arts, and related arts to show you what vibrant learning looks like in various classroom settings
Developing Readers in the Academic Disciplines introduces teachers from all disciplines to new kinds of thinking and, ultimately, teaching that helps students achieve new levels of understanding.
 
About the Author xi
Preface xiii
Acknowledgments xvii
Chapter 1 Mentoring Students in Disciplinary Literacy
1(28)
Reading and Identity
2(2)
Fostering Academic Identities
4(4)
Reading in Academic Disciplines
8(1)
A Model of Disciplinary Literacy
9(7)
The Need to Address Disciplinary Literacy
16(6)
Apprenticing Readers, Writers, and Thinkers in Disciplinary Literacy
22(7)
Chapter 2 Teaching Comprehension of Complex Disciplinary Texts
29(46)
Comprehension Processes of Proficient Readers
30(7)
The Nature of Complex Texts
37(4)
Talking the Talk of an Academic Discipline
41(5)
Reading Argumentation
46(4)
Complex Texts in Academic Disciplines
50(2)
Comprehension of Science Texts
52(5)
Comprehension of Social Studies Texts
57(6)
Comprehension of Mathematics Texts
63(6)
Comprehension of Literary Texts
69(6)
Chapter 3 Teaching to the Match: Bridging Academic Knowledge Gaps
75(48)
The Match Between Authors and Readers
77(2)
The Effect of Prior Knowledge on Reading Comprehension
79(3)
The Nature of Our Knowledge
82(4)
Confronting Academic Knowledge Gaps
86(5)
Building Academic Knowledge Bridges
91(2)
Teaching to the Match in History and the Social Sciences
93(5)
Teaching to the Match in Science
98(5)
Teaching to the Match in Mathematics
103(4)
Teaching to the Match in Literature
107(4)
Teaching to the Match in Career and Technical Disciplines
111(4)
Teaching to the Match in World Languages
115(3)
Teaching to the Match in the Arts and Humanities
118(2)
Teaching to the Match in Health and Fitness
120(3)
Chapter 4 Frontloading Instruction That Activates and Builds Academic Knowledge
123(44)
Frontloading Reading of Complex Texts
124(1)
Frontloading and Close Reading
125(2)
Frontloading with Much Knowledge
127(8)
Frontloading with Diverse Knowledge
135(16)
Frontloading with Insufficient Knowledge
151(3)
Putting It All Together: Frontloading Through Wide Reading
154(5)
Mentoring Students to Inform Themselves
159(8)
Chapter 5 Building Inquiring Minds Around Disciplinary Texts
167(60)
Questioning Through a Disciplinary Lens
168(2)
Inculcating an Inquiry Mind-Set
170(4)
Modeling Self-Questioning with Disciplinary Texts
174(10)
Self-Questioning Taxonomy
184(4)
Discipline-Specific Questioning
188(3)
Self-Questioning Taxonomy for History Texts
191(5)
Self-Questioning Taxonomy for Literacy Fiction
196(5)
Self-Questioning Taxonomies for Science Texts
201(6)
Self-Questioning Taxonomies for Mathematics Texts
207(5)
Self-Questioning Taxonomy for Technical Texts
212(3)
Self-Questioning Taxonomy for Health and Physical Fitness Texts
215(3)
Self-Questioning Taxonomy for Music-Performance Texts
218(4)
Self-Questioning Taxonomy for Visual Art Texts
222(5)
Chapter 6 Instructional Practices for Working Complex Disciplinary Texts
227(52)
A Reformulation of Study Skills
230(6)
Developing Reader Moves
236(2)
Instructional Practices That Scaffold Rehearsing
238(7)
Instructional Practices That Scaffold Elaborating
245(10)
Instructional Practices That Scaffold Organizing
255(12)
Scaffolding Reader Moves into Disciplinary Instruction
267(9)
Fading Scaffolds
276(3)
Chapter 7 Customizing Literacy Practices
279(26)
Adapting Literacy Practices
281(4)
Transforming Generic Strategies into Disciplinary Moves
285(14)
What, How, and Why
299(2)
Disciplinary Invitations
301(4)
Appendix: References for Strategies
305(8)
Strategies from Classroom Strategies for Interactive Learning
305(6)
Additional Strategies
311(2)
References 313(18)
Author Index 331(4)
Subject Index 335
Doug Buehl was a teacher in the Madison Metropolitan School District in Madison, Wisconsin, USA, for 33 years and is currently a teacher, professional development leader, and adolescent literacy consultant.
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