Complete with examples and research-based practices, focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum.
*****STUDENT EDITION ONLY*****
With the underlying belief that students learn with texts, not necessarily from them, this respected text is designed to be an active learning tool, complete with real-world examples and research-based practices. Updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation and Reading First, respected authors Rich Vacca and JoAnne Vacca continue to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum.
New to this Edition:
- New reorganization of chapters simplifies the structure of the book, making it more user-friendly.
- A new chapter 4, “Linguistic and Cultural Diversity” guides readers in thinking about this critical topic from the start, making diversity the center of discussion.
- A new Chapter 6, “Learning with Electronic Texts”, offers expanded and up-to-date coverage of technology through a discussion of the uses of electronic texts and literature providing students with the tools needed to teach in today's smart classrooms.
- An updated and revised Chapter 3, “Struggling Readers and Writers” helps teachers design reading and writing remediation lessons around well-established reality and research-based components.
- Greatly expanded coverage of Standards and Assessment in chapters 1 and 2 reflects current emphasis on formal, informal and standardized measurement.
- New pedagogy in every chapter highlights current topics.
Reviewer Buzz:
“Content Area Reading combines the research theory with practical examples in a format which both beginning teachers and experienced teachers can easily use...this is best Content Area Literacy textbook for use in training pre-service teachers.”
Professor Mickey Bogart, Kansas State University
“I know from experience that the text changes teachers' and teacher candidates' views of what content reading is all about and how it should be taught.”
Professor Luther Kirk, Longwood University “This is a keeper, not a book you sell after you take the course.”
Dr. Deb Carr, Kings College
Meet the Authors:
Rich and Jo Anne Vacca are professors emeriti in the department of Teaching, Leadership, and Curriculum Studies in the College of Education at Kent State University. They met as undergraduate English majors at SUNY Albany and have been partners ever since. Jo Anne received her doctorate from Boston University and taught language arts in middle schools in New York and Illinois. Rich earned his doctorate at Syracuse University and taught high school English. He is a past-President of the International Reading Association and currently is a member of the Commission on Adolescent Literacy.
The Vaccas are also authors, with Linda Burkey, Mary Gove, Lisa Lenhart, and Christine McKeon, of Reading and Learning to Read, Sixth Edition (Allyn & Bacon, 2006).
*****EXAM COPY EDITION ONLY*****
With the underlying belief that students learn with texts, not necessarily from them, this respected text is designed to be an active learning tool, complete with real-world examples and research-based practices. Updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation and Reading First, respected authors Rich Vacca and JoAnne Vacca continue to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum.
New to this Edition:
- New reorganization of chapters simplifies the structure of the book, making it more user-friendly.
- A new chapter 4, “Linguistic and Cultural Diversity” guides readers in thinking about this critical topic from the start, making diversity the center of discussion.
- A new Chapter 6, “Learning with Electronic Texts”, offers expanded and up-to-date coverage of technology through a discussion of the uses of electronic texts and literature providing students with the tools needed to teach in today's smart classrooms.
- An updated and revised Chapter 3, “Struggling Readers and Writers” helps teachers design reading and writing remediation lessons around well-established reality and research-based components.
- Greatly expanded coverage of Standards and Assessment in chapters 1 and 2 reflects current emphasis on formal, informal and standardized measurement.
- New pedagogy in every chapter highlights current topics.
Reviewer Buzz:
“Content Area Reading combines the research theory with practical examples in a format which both beginning teachers and experienced teachers can easily use...this is best Content Area Literacy textbook for use in training pre-service teachers.”
Professor Mickey Bogart, Kansas State University
“I know from experience that the text changes teachers' and teacher candidates' views of what content reading is all about and how it should be taught.”
Professor Luther Kirk, Longwood University “This is a keeper, not a book you sell after you take the course.”
Dr. Deb Carr, Kings College
Meet the Authors:
Rich and Jo Anne Vacca are professors emeriti in the department of Teaching, Leadership, and Curriculum Studies in the College of Education at Kent State University. They met as undergraduate English majors at SUNY Albany and have been partners ever since. Jo Anne received her doctorate from Boston University and taught language arts in middle schools in New York and Illinois. Rich earned his doctorate at Syracuse University and taught high school English. He is a past-President of the International Reading Association and currently is a member of the Commission on Adolescent Literacy.
The Vaccas are also authors, with Linda Burkey, Mary Gove, Lisa Lenhart, and Christine McKeon, of Reading and Learning to Read, Sixth Edition (Allyn & Bacon, 2006).
