Well known for its detailed and practical explanations of reading, writing, and study strategies, SECONDARY SCHOOL LITERACY INSTRUCTION, International Edition is required reading for all non-literacy teaching majors. Its motivational pedagogy especially appeals to pre-service teachers, who quickly realize that the text will help them improve their students' progress. Two hallmark chapters on content area teaching have brought this text wide acclaim for its unique application of literacy and study skills in all secondary subject areas. The text also is recognized for its proven pedagogy, including "Meeting the Challenge," which puts ideas into classroom practice, and "Focus on English Language Learners" and "Focus on Struggling Readers," which highlight important applications for these special needs learners in easy-to-locate sections in each chapter.
Betty Roe is Professor Emerita at Tennessee Technological University. She formerly was the Director of the Ph.D. in Exceptional Learning Program and Professor of Curriculum and Instruction. She earned her Ed.D. at the University of Tennessee in Curriculum and Instruction with Reading emphasis. She is the senior author of SECONDARY SCHOOL LITERACY INSTRUCTION, 10th Edition; INFORMAL READING INVENTORY, 8th Edition; and TEACHING READING IN TODAY'S ELEMENTARY SCHOOLS, 12th Edition; all published by Cengage Learning. She is also senior author of TEACHING READING IN TODAY'S MIDDLE SCHOOLS; AN INTRODUCTION TO TEACHING THE LANGUAGE ARTS; INTEGRATING LANGUAGE ARTS THROUGH LITERATURE AND THEMATIC UNITS; TEACHING THROUGH STORIES: YOURS, MINE, AND THEIRS; and STUDENT TEACHING AND FIELD EXPERIENCES HANDBOOK, 7th Edition. She has experience teaching in the intermediate grades and tutoring first through twelfth graders in a reading clinic. She currently does workshops on the use of storytelling to meet standards across the curriculum -- in language arts and content areas. Throughout her career she has been active in the International Literacy Association and the Tennessee Reading Association. Barbara Stoodt-Hill earned her Ph.D. at Ohio State University (1970) in Curriculum and Instruction in Reading and the Language Arts, Literature. Her most recent area of interest is children's and adolescent literature. She is a retired instructor from the University of Cincinnati, and is currently consulting and tutoring secondary and post-secondary struggling readers in Richmond, Virginia.
PART 1.CONTEXTS OF LITERACY INSTRUCTION IN A TECHNOLOGICAL AGE. 1. Content Area Literacy in a Changing World. 2. Integrating Technology in Content Area Literacy Instruction. PART 2. USING ASSESSMENT TO GUIDE INSTRUCTION. 3. Content Literacy Assessment. PART 3. STRATEGIES FOR LEARNING: CONSTRUCTING MEANING AND STUDYING. 4.Vocabulary Development. 5. The Process of Constructing Meaning from Texts. 6. Strategies for Constructing Meaning from Texts. 7. Location and Organization of Information. 8. Reading-Study Strategies for Textbook Use. PART 4. APPLYING LITERACY INSTRUCTION IN THE CONTENT AREAS. 9. Writing in the Content Areas. 10. Literature-Based and Thematic Approaches to Content Area Teaching. 11. Reading in the Content Areas: I. 12. Reading in the Content Areas: II. Glossary. References. Name Index. Subject Index.