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"Third edition published by Holcomb Hathaway 2010"--T.p. verso.
List of contents
Introduction 1. Reading, Literacy, and Teaching in the Disciplines 2. Affective and Social Aspects of Learning and Literacy in the Disciplines 3. The Role of Texts in Content Area Learning 4. The Role of Knowledge in Comprehension 5. Close Reading, Metacognition, and Critical Thinking 6. Vocabulary Development and Language Study 7. Writing in the Disciplines 8. Speaking and Listening: Vital Components of Literacy 9. Multiliteracies: Visual, Media, and Digital 10. Assessment of Literacy in the Disciplines 11. Content Area Literacy: Envisioning Your Future
About the author
Sharon Kane is a professor in the School of Education at the State University of New York at Oswego, USA.
Summary
Offering an original, literature-based approach to teaching disciplinary literacy, this new edition shares important ways in which teachers of courses in the disciplines can enhance student learning of subject matter and skills while also fostering their growth in the many facets of literacy.
Additional text
"Kane expertly balances theory and practice in this guide to literacy across the content areas. Speaking directly to a novice audience, this interactive journey prepares active readers with a robust teacher's toolbox of literacy strategies ready for the first year in the classroom."
— Kjersti VanSlyke-Briggs, SUNY Oneonta, USA
"Going into its fourth edition, it keeps getting better. Filled with useful no-nonsense instructional practices and up-to-date references, the book is a treasure trove for generations of teachers."
— Enrique A. Puig, University of Central Florida, USA
"Every semester my students tell me how much they enjoy reading our course textbook.They find it engaging and practical because Kane supports their learning with classroom-tested literacy strategies and useful suggestions they can easily and effectively apply. The thoughtful, reflective nature of the text asks students to consider the hows of teaching and to question the whys, all with the intent to make their own classroom instruction better and to understand the importance of how literacy is the cornerstone for all content areas."
— Theresa Duncko, Youngstown State University, USA
