Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms

Description

Improve student outcomes in reading and literacy with the latest edition of this bestselling text The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OIIhas validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students’ reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes: A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classroomsExplanation of the social and personal dimensions for building a foundation for engaged learningDiscussions of the value of setting aside dedicated class time for independent, silent reading With collaboration tips that go beyond the classroom and advice on building a cognitive “reading toolbox,” Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders. Cover Title Page Copyright Page Contents Foreword Preface Acknowledgments Chapter One Engaged Academic Literacy for All The Context for Change A Literacy Crisis? A Cycle of Deficit Thinking “Solutions” that Don’t Solve the Problem Remediation Restart Searching for Quick Fixes Teaching around the Text Protecting Them from Boredom The Case for Optimism Teachers’ Untapped Resources Students’ Untapped Resources Signs of Success: Changes in Students’ Literacy, Learning, and Identities Notes Chapter Two The Reading Apprenticeship Framework What Is Reading? About Reading Social Support for Learning Cognitive Apprenticeships Reading Apprenticeships Demystifying Reading: Making the Invisible Visible Text-Based Discussion: Collaborative Meaning-Making Developing Engaged, Strategic, and Independent Readers Dimensions of the Reading Apprenticeship Classroom and Framework Extensive Reading as the Context for Reading Apprenticeship Metacognitive Conversation at the Center The Social Dimension The Personal Dimension The Cognitive Dimension The Knowledge-Building Dimension Notes Chapter Three The Social and Personal Dimensions: Building a Foundation for Engaged Learning Starting from Day One Building the Social Dimension Building Relationships and Norms for Classroom Collaboration Building Safety: It’s Cool to Be Confused Building Belonging: Identifying and Building on Assets Building the Personal Dimension Why Read? Setting Authentic Purposes Building Reader Identity Building Agency, Confidence, and Dispositions for Learning Assessing Effort and Growth Notes Chapter Four Metacognitive Conversation: Making Thinking Visible Reading Happens in Your Mind Introducing Metacognition Thinking about Thinking Capturing the Reading Process Building a Reading Strategies List Establishing an Inquiry Culture Cultivating Metacognitive Conversation Think Aloud Routine Cultivating Collaboration Collaborative Class Discussion Partner Work Small Groups Deepening Disciplinary Uses of Metacognitive Conversation Notice Thinking Focus on Reading Focus on Solving Reading Problems Focus on Disciplinary Literacy Practices Reflecting on Roles in a Metacognitive Classroom Notes Chapter Five Extensive Academic Reading: Extending Opportunities and Support The Why of Extensive Academic Reading The What of Extensive Academic Reading Extending Time for Reading Disciplinary Texts in Class Extending Levels and Access for Reading Extending Student Choice Extending Support and Accountability Chapter Six The Cognitive Dimension: Assembling a Reading Toolbox Making Problem Solving Explicit Teaching Problem Solving in Reading Applying a Selection of High-Leverage Reading Strategies Chunking Text Clarifying Making Connections Visualizing and Visual Texts Questioning Using Evidence Getting the Gist and Summarizing Predicting Previewing Helping Students Become Strategic and Critical Readers Supporting Strategy Integration Notes Chapter Seven The Knowledge-Building Dimension: Surfacing and Building Schema in the Disciplines Thinking Metacognitively about Schema Surfacing, Building, and Refining Schema Surfacing Schema Building and Revising Schema Exploring Different Types of Knowledge Building Content and World Knowledge Building Knowledge of Texts Building Knowledge of Language Building Knowledge of Disciplinary Discourse and Practices Notes Chapter Eight Disciplinary Inquiry: Reading, Reasoning, and Communicating for Disciplinary Purposes Inquiry Is Central to the Disciplines Designing Inquiries to Foster Disciplinary Literacy and Learning Supporting Sustained Inquiry Engaging and Supporting Students in Disciplinary Argumentation Developing and Evaluating Claims Making Reasoning Processes Visible Making Argumentation Moves Visible Developing Culminating Tasks Designing Instruction for Disciplinary Argumentation Turning Inquiry over to Students Notes Epilogue: Collaborating Beyond the Classroom List of Additional Resources About the Authors Index EULA