EDRD 7718
Spring 2008
I. COURSE NUMBER/SECTION: EDRD 7718
COURSE TITLE: Content Area Reading
II. INSTRUCTOR:
Name:
Office:
Office Phone:
E-mail:
Office Hours:
III.
CLASS MEETING:
TBA
IV.
TEXT(S):
Vacca, R. T., & Vacca, J. A. (2008). Content area reading (9 th ed.). Upper Saddle River, NJ:
Pearson.
* You will also need a content area textbook – You may use one that you teach with or check one out of TRAC.
Additional Handouts, Readings and Related Material:
Throughout the course you will read additional articles from such sources as The Alan Review, The
Hornbook, English Journal, SIGNAL, The Reading Teacher, Content Area Reading, Reading Online, and
Reading Research Quarterly.
)
V.
CATALOG DESCRIPTION:
An advanced study of the processes and problems of reading instruction in content area classrooms.
This course explores components of the reading process related to content area reading instruction including technical reading, prior knowledge, reading strategies, supplemental texts, and methods of grouping. Candidates will plan instruction based on content area requirements that supports readers before, during, and after they read. Emphasis will be placed on supporting the unique reading needs of a diverse classroom of learners at all grade levels. A field component is required. EDRD 7715 is the prerequisite for this course.
EDRD 7718

VI.
PURPOSE/RATIONALE:
Mastery of reading skills is basic to successful learning in every school subject. Teachers can further their training by adding an endorsement in reading to their teaching certificates. Additionally, a reading endorsement will faciliate teacher acquisition of skills and competencies needed to help students read and understand content material; it will also aid teachers in identifying reading problems, providing required interventions, and assisting all students in improving reading skills. A reading endorsement will provide the incentive, as well as the opportunity, for teachers to become effective reading teachers and will help them meet state mandates for highly qualified teachers of reading.
The purpose of this course is to provide candidates with the knowledge and skills to support the diverse reading needs of students as they read to learn in the content areas. This includes evaluating the textbook, choosing appropriate supplemental reading, and providing students with reading strategies to make meaning from text. Further, this course will help candidates plan instruction to meet the diverse needs of their students. After taking this course, candidates will have a stronger understanding of the reading process including the five dimensions of reading (e.g. phonics, phonemic awareness, fluency, vocabulary, comprehension) and factors that affect reading (e.g. text, context).
Collaborative Development of Expertise in Teaching and Learning
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to developing expertise among candidates in initial and advanced programs as teachers and leaders who possess the capability, intent and expertise to facilitate high levels of learning in all of their students through effective, research-based practices in classroom instruction, and who enhance the structures that support all learning. To that end, the PTEU fosters the development of candidates as they progress through stages of growth from novice to proficient to expert and leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued development, not an end-state. To be effective, teachers and educational leaders must embrace the notion that teaching and learning are entwined and that only through the implementation of validated practices can all students construct meaning and reach high levels of learning. In that way, candidates are facilitators of the teaching and learning process. Finally, the PTEU recognizes, values and demonstrates collaborative practices across the college and university and extends collaboration to the community-at-large. Through this collaboration with professionals in the university, the public and private schools, parents and other professional partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students to high levels of learning.
The graduates of advanced programs at Kennesaw State University, in addition to being effective classroom teachers, also develop expertise as effective teacher leaders who are self-directed, value a spirit of inquiry, and facilitate learning in all students; they
1. Are committed to students and their learning.
2. Know the subjects they teach and how to teach those subjects to
students.
3. Are responsible for managing and monitoring student learning.
4. Think systematically about their practice and learn from experience.
K nowledge Base:
5. Are members of learning communities.
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg (1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the teacher education faculty at KSU believes that the concept of expertise is central to preparing effective classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers progress from being Novices learning to survive in classrooms toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state but a process of continued development.
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This course is designed for graduate candidates who are completing a program of study leading to a reading endorsement. The knowledge base for this course is reflected in the textual readings, references, objectives, assignments and in-class activities. Program candidates will have an opportunity to demonstrate pedagogical knowledge and skills related to student needs and motivation, various family and community literacies and the process of active learning.
The professional learning facilitator:
 Demonstrates the knowledge of content required to facilitate learning.
 Demonstrates the knowledge of students needed to facilitate learning.
 Demonstrates the knowledge of standards and best pedagogical practices to facilitate learning.
 Demonstrates skill in creating a facilitative learning environment.
 Demonstrates skill in creating facilitative learning experiences.
 Demonstrates professionalism.
 Has students who are successful learners.
Use of Technology:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the Reading
Endorsement preparation program, and all candidates must be able to use technology to improve student learning and meet IRA Reading Standards. Candidates in this course will explore and use instructional media to assist teaching. They will master productivity tools, such as multimedia facilities, local-net and Internet, and feel confident to design multimedia instructional materials, and use diagnostic software.
Diversity Statement:
A variety of materials and instructional strategies will be employed to meet the needs of the different learning styles of diverse learners in class. Candidates will gain knowledge as well as an understanding of differentiated strategies and curricula for providing effective instruction and assessment within multicultural classrooms. One element of course work is raising candidate awareness of critical multicultural issues. A second element is to cause candidates to explore how multiple attributes of multicultural populations influence decisions in employing specific methods and materials for every student. Among these attributes are age, disability, ethnicity, family structure, gender, geographic region, giftedness, language, race, religion, sexual orientation, and socioeconomic status . An emphasis on cognitive style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (ext. 6443) and develop an individual assistance plan. In some cases, certification of disability is required.
Please be aware there are other support/mentor groups on the campus of Kennesaw State University that address each of the multicultural variables outlined above.
VII. COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit (PTEU) prepares learning facilitators who understand their disciplines and principles of pedagogy, who reflect on their practice, and who apply these understandings to making instructional decisions that foster the success of all learners.
Course Objectives:
1-Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.
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2-Creates a safe, well-managed, challenging and inclusive learning environment that supports student interests, reading abilities, and backgrounds.
3-Uses multiple methods, technologies, both print and non print resources, and organizational arrangements
(including various grouping options) to meet goals articulated for individual students and the class as a whole.
4-Displays positive dispositions toward reading and teaching of reading by modeling reading/writing as valued lifelong activities.
5-Continues to pursue development of professional knowledge and dispositions.
6Possesses broad, current and specialized knowledge of reading (e.g., foundations of the reading/writing process, major components of reading, reading research and histories of reading and demonstrates this knowledge to colleagues, parents and students.
7- Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges.
8-Monitors student progress with a variety of formal and informal evaluation methods and uses results to improve student learning.
9-Interprets student performance data, designs instruction accordingly, and communicates results.
10-Collaborates with colleagues to observe, evaluate and provide feedback to one another on daily practice.
11-Reflects upon daily practice, and draws upon experience and the professional literature to research issues related to improving student learning.
The following grid aligns course objectives with NCATE, CPI, and IRA Professional Reading Standards:
CPI Outcomes &
Proficiences
1.1 Possesses broad, current and specialized knowledge of subject matter and demonstrates this knowledge to colleagues, parents and students.
1.3 Possesses strong pedagogical content knowledge and uses that knowledge to create approaches to instructional challenges.
6
Course
Objectives
(From above)
7
Course Objectives/IRA Standards NCATE
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
1.2 Demonstrate knowledge or reading research and reading histories.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Evidence
Literacy Profile
Literacy Profile
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1.5 Actualizes the integration of content, pedagogy and interdisciplinary understanding through instruction that is integrated, elaborate and deep.
1.6 Possesses an interdisciplinary understanding of the curriculum and its applications to real life and accurately represents understanding through use of multiple explanations, methods, technologies, and/or strategies.
2.1 Treats students equitably and provides equitable access to the full curriculum by respecting individual differences and adjusting (or assisting teachers in adjusting) practices accordingly.
3
3 & 7
1, 3 & 7
2.2 Uses understanding of human development and learning and uses this understanding to create enriching educational experiences and/or environments for all students.
1 & 2
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Literacy Profile
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Literacy Profile
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from differing cultural and linguistic backgrounds.
3.2 Reflects regularly upon dailty practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement.
1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
2.1 Use instructional grouping options
(individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
4.1 Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
Literacy Profile
Literacy Profile
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2.3 Creates a safe, well managed, challenging and inclusive learning environment that supports student interests, abilities, and backgrounds.
2.4 Uses multiple methods, technologies, resources, and organizational arrangements to meet goals articulated for individual students, class instruction and the overall school improvement plan.
3.2 Reflects, regularly upon daily practice, and draws upon experience and the professional literature to design and conduct research aimed at improved student achievement.
3.5 Adheres to professional ethical standards while reporting, conducting and publishing research.
2
3 & 7
11
5
2.1 Use instructional grouping options
(individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
4.1 Use students’ interests, reading abilities and backgrounds as foundations for the reading and writing program.
4.4 Motivate learners to be lifelong readers.
5.1 Display positive dispositions related to reading and the teaching of reading.
2.1 Use instructional grouping options
(individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from differing cultural and linguistic backgrounds.
4.2 Use a large supply of books, technology-based information, and nonprint materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
5.1 Display positive dispositions related to reading and the teaching of reading.
5.2 Continue to pursue the development of professional knowledge and dispositions.
5.2 Continue to pursue the development of professional knowledge and dispositions.
VIII.
COURSE REQUIREMENTS/ASSIGNMENTS:
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 4:
Diversity
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Standard 1:
Candidate
Knowledge,
Skills &
Dispositions
Literacy Profile
Content Area Writing Project (75 Pts.): Candidates will write a 2-3 page reflection on the use of writing to learn in their current classrooms. After writing the reflection, candidates will read widely in the area of content area writing and develop a plan for infusing content area writing more effectively into their curriculum. The plan will include an explanation (4-5 narrative of what changes you want to make and why) and supporting materials
(activities/insturctional ideas) that speak to your narrative. Candidates will present their research in class (15 min).
Pieces of this project may be used in the Literacy/Learner Profile.
Technology such as PowerPoint is required for the final presentation. Thus, the project includes:
1) a 2-3 page reflective narrative
2) a 4-5 page explanation narrative
3) supporting materials
4) 15-min. PowerPoint presentation
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Comprehension Toolkit Workshop (75 Pts.)
Candidates will work in groups to design a 60-min. professional workshop around a comprehension skill (e.g.,
Tapping Prior Knowledge, Questioning, Clarifying and Monitoring Reading, Visualizing, Predicting and Inferring,
Summarizing and Synthesizing, evaluating, generalizing, vocabulary ). Groups will open their presentation with a brief (5-8 min.) introduction to the skill
—what is it; why do readers struggle with it, etc. The goal of the workshop is to share with colleagues resources and instructional strategies that can be used to teach this skill.
Literacy/Learner Profile (150 Pts.)
You will work with one student to tailor a reading/writing content unit to his/her special needs. To develop this unit, you will need to examine this learner’s background, his/her reading/writing history.
Based upon what you have learned about this student, develop a plan for effective reading instruction that is couched in differentiated instruction and incorporates content reading/writing strategies.
Section I: Learner Introduction
In 2-3 pages, describe the learner for which you are developing this plan
—what are his/her needs, interests and concerns? What issues/skills do you need to address and why?
Section 2: Reading for Information
1. Create a unit of 3-4 lessons to teach the GPS and text of your choice. Make certain that your unit addresses one big idea and clearly incorporates content area reading strategies as well as differentiated strategies into each lesson.
2. Identify the dimension(s) of reading that your lesson will address. Provide a rationale from the research on your selection of the dimension and why you think it is important for the student.
3. Incorporate research-based strategies for teaching content, based upon the students learning profile, attitudes toward reading, interests, culture, and background. Write a strong rationale for selection of the strategies and cite research.
4. Prepare an annotated bibliography of ten informational trade books, essays, etc. to support the learning of the content. (Note: This bibliography is of supplemental reading materials for the student to provide the background knowledge or extend the new knowledge of the student in this particular area.) Write a brief rationale for how the selections support learning of the specific content.
Section 3: Reading for Pleasure
This section of your project must include strategies for motivation and parent strategies tailored to the student’s strengths, interests and needs.
1. Create a set of intrinsic and extrinsic motivational strategies and write a strong, research-based rationale for why these strategies will be successful for your student. Be very clear about whether you would use these strategies before, during or after instruction.
2. Select strategies for parents to use to encourage their child to read for pleasure. Write a strong, research-based rationale for why these strategies will be successful for your student and his/her parents.
3. Prepare an annotated bibliography of ten graphic novels, novels, poems, picture books, e-texts, etc. that you feel would be of interest to this student and would motivate him/her to read for pleasure. Write a brief rationale to explain your selection. Be sure to include the readability level in the rationale.
Section 4: Professionalism & Self-Evaluation
1. Conduct a self-evaluation that includes the following:
A. Description of key learning, with examples.
B. Link evaluation to the CPI and IRA standards on your syllabus.
C. Provide your point of view, personal assumptions, implications and illustrations of how you will use this in the future.
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2. Points will be assigned for professionalism in creating and submitting this project.
Candidate Self-Evaluation of Meeting IRA Standards (50 Points) Teacher conducts self-evaluation on his/her progress in meeting the IRA standards designated for this course. Self- evaluation must represent thoughtful reflection upon the standards in concert with the field experience required by the course as well as the candidate’s reading of the professional literature.
Online Discussions and In-Class Cooperative Learning. (50 Points): Throughout this course, you will be asked to reflect on the readings and to post your reflections on the class WebCT discussion board. This activity provides us with the opportunity to share thoughts and ideas with each other, to learn from and about other’s perspectives, and to allow time for personal reflection. The focuses of the prompts are designed to ensure that your attention is drawn to key elements in the readings and to encourage reflection on aspects that I consider important to your understanding of the content. Full credit is given to responses that incorporate reflection, address all components of the prompt(s), and are posted by the assigned date. (On-going Due Dates!)
EDRD 7718 is a collaborative course through which we will become a learning community that continuously engages in cooperative learning and other forms of active intellectual work. We will do a number of in-class activities based upon your readings and homework assignments. You will be expected to participate through collaboration, questioning, listening, evaluating, analyzing, verbalizing, and demonstrating. Many in-class activities will be awarded points based on your participation and the group’s written, oral or visual response to the activity. If you’re not able to participate in the activity due to not having read an assignment, not having created a lesson/activity or not being in class, etc., you cannot receive the points.
IX. Evaluation and Grading:
Grading Scale:
90 – 100 A
80
– 89 B
70
– 79 C
73 - 78 D
Below 73 F
Late Work
I will accept late work. However, I do deduct points from all late work.
No exceptions.
I consider work late if it is not handed in during the assigned class time. Each day an assignment is late, the activity will receive a 25% grade reduction per day. (If an assignment is due on Tuesday and you turn it in on Thursday, the assignment is two days late.) I do count Saturday and Sunday. Should you turn in work on the day of class but after the class is over, the work is one day late. I will consider incompletes for extenuating circumstances. I expect all work to be turned in on time; being absent from class will not serve as an adequate reason for failing to submit work in a timely manner or for being prepared for class.
Standards:
When submitting work, please remember the following:
-secure single sheets of paper —Do not dogear or turn in loose sheets
-type/word process all assignments (crisp, clear printout)
-no report covers or plastic sleeves
-along with your name, please include the date and course # on work
All work should be edited well. Points will be deducted from all work that does not meet professioinal standards. In some cases, I may return the work without a grade.
X.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct, as published in the
Undergraduate and Graduate Catalogs. Section II of the Student Code of Conduct addresses the University's policy on academic honesty, including provisions regarding plagiarism and cheating, unauthorized access to
University materials, misrepresentation/falsification of University records or academic work,malicious removal, retention, or destruction of library materials, malicious/intentional misuse of computer facilities and/or services, and misuse of student identification cards. Incidents of alleged academic misconduct will be handled through the established procedures of the University Judiciary Program, which includes either an "informal" resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure, which may subject a student to the
Code of Conduct's minimum one semester suspension requirement.
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XI.
ATTENDANCE POLICY:
The expectations for attending class are in accordance with the Undergraduate Catalogue. All students are expected to attend classes in accordance with the scheduled time of the course. Should you be absent, you are responsible for making up the work missed. In-class activities may not be made-up.
XII. COURSE OUTLINE:
What follows is a tentative schedule (subject to change with notice). I have indicated the dates that readings from your text are due. I may also assign other readings which are are not indicated in the reading schedule.
Week 1
Introduction/Syllabus
Reading Matters
How Smart Readers Think
From Struggling Readers to Striving Readers
Dimensions of Reading —Explicit instruction in Comprehension
Week 2
Problem with Textbooks
—in-class text analysis
Text Structure
Content Area Writing
Week 3
Content Area Writing
Comprehension Toolkit: Questioning Workshop
Week 4
Content Area Writing
Culturally and Linguistically Diverse Learners
Comprehension Toolkit: Tapping Prior Knowledge Workshop
Week 5
Assessing Students and Texts
Fluency & Automaticity
Children’s Literature in the Content Areas
Week 6
Developing Vocabulary and Concepts
Comprehension Toolkit: Clarifying and Monitoring
Children’s Literature in the Content Areas
Week 7
Activating Prior Knowledge & Interest
Comprehension Toolkit: Predicting & Inferring Workshop
YA Literature in the Content Areas
Week 8
Comprehension Toolkit: Visualizing Workshop
YA Literature in the Content Areas
Week 9
Differentiation Strategies
Cooperative Learning
Week 10
Comprehension Toolkit: Summarizing & Synthesizing Workshop
Differentiation Strategies
Cooperative Learning
Week 11
Bringing Students and Texts Together
Working Smart: Study Strategies and Guides
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Week 12
Engaging Students in Reading--Motivation
Comprehension Toolkit: Vocabulary Workshop
Week 13
Learning with Trade Books
Learning with Electronic Texts
Week 14
Presentations
Week 15
Presentations
XIII. REFERENCES AND BIBLIOGRAPHY:
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Antinarella, J., & Salbu, K. (2003). Tried and true lessons, strategies, and activities for teaching secondary English.
Portsmouth, NH: Heinemann.
Alvermann, D. E., & Phelps, S. F. (1998). Content reading and literacy (2 nd ed.). Boston: Allyn & Bacon.
Anaya, R. (1992). Censorship of neglect. English Journal.
Beers, K., & Samuels, B. (Eds.). (1998). Into focus: Understanding and creating middle school readers. Norwood,
MA: Christopher-Gordon.
Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.
Blau, S. (2003). The literature workshop: Teaching texts and their readers.
Portsmouth, NH: Heinemann.
Bloem, P., & Padak, N. (1996). Picture books, young adult books, and adult literacy learners. Journal of
Adolescent and Adult Literacy.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE.: IRA.
Brozo, W., & Simpson, M. (1995). Readers, teachers, learners (2 nd ed.). Englewood Cliffs, NJ: Prentice Hall.
Burke, J. (2002). Reading reminders: Tools, tips, and techniques. Portsmouth, NH: Boynton/Cook.
Burkhardt, R. (2003). Writing for real. Westerville, OH: NMSA.
Cole, A. D. (2004).
When reading begins: The teacher’s role in decoding, comprehension, and fluency.
Portsmouth, NH: Heinemann.
Combs, M. (1997). Developing competent readers and writers in the middle grades. Upper Saddle River, NJ:
Merrill.
Cullinan B., & Galda, L. (1994). Literature and the child.
San Diego. Harcourt Brace.
Cullinan, B. (1992). Read to me: Raising kids who love to read. NY: Scholastic.
De Carlo, J. (Ed.). (1995). Perspectives in whole language.
Boston: Allyn & Bacon.
Dornan, R., Rosen, L., & Wilson, M. (1997). Multiple voices, multiple texts: Reading in the secondary content areas. Portsmouth, NY: Boynton/Cook.
Dudley-Marling, C., & Paugh, P. (2004). A classroo m teacher’s guide to struggling readers.
Porstmouth, NH:
Heineman.
Duffy, G. G. (Ed.). (1992). Reading in the middle school.
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Ekwall, E. E. (1993). Locating and correcting reading difficulties (6 th ed.). Columbus: Merrill.
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Farris, P., Fuhler, C., & Walther, M. (2004).
Teaching reading: A balanced approach for today’s classrooms.
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Filipovic, Z. (1994). Zlata's diary: A child's life in Sarajevo.
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Gillet, J., & Temple, C. (2000). Understanding reading problems. NY: Longman.
Graves, M. (2001). Teaching reading in the 21 st century. Needham Heights, MA: Allyn & Bacon.
Gunning, T. G. (1996). Creating reading instruction for all children (2 nd ed.). Boston: Allyn & Bacon.
Harvey, S., & Goudvis, A. (2000). Strategies that work. York, Maine: Stenhouse.
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Irvin, J. (1998). Reading and the middle school student. Boston: Allyn & Bacon.
Jacobson, J. M. (1998). Content area reading: Integration with the language arts. Albany, NY: Delmar.
Johnson, D. (2001). Vocabulary in the elementary and middle school. Needham Heights, MA: Allyn & Bacon.
Krogness, M. (1995). Just teach me, Mrs. K. Portsmouth, NH: Heinemann.
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Leggo, C. (1991). The reader as problem-maker: Responding to a poem with questions.
Manzo, A., & Manzo, U. (1997). Content area literacy: Interactive teaching for active learning. NY: Prentice-Hall.
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May, F. (2001). Unraveling the seven myths of reading. Needham Heights, MA: Allyn & Bacon.
Murphy, J. (1996). The great fire . NY: Scholastic.
Newkirk, T. (2002). Misreading masculinity: Boys, literacy, and popular culture. Portsmouth, NH: Heinemann.
Nystrand, M. (1993). Using small groups for response to and thinking about literature.
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Probst. R. E. (1988). Response and analysis: Teaching literature in junior and senior high school. Portsmouth,
NH: Heinemann.
Probst, R. E. (1994). Teaching what we cannot know. Voices from the Middle.
Putnam, L. (Ed.). (1996). How to become a better reading teacher. NY: Prentice-Hall.
Rasinski, T., & Padak, N. (2000). Effective reading strategies: Teaching children who find reading difficult (2 nd ed.).
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Reissman, R. (1994). Leaving out to pull in: Using reader response to teach multicultural literature. English
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Richardson, J., & Morgan, R. (2000). Reading to learn in the content areas. Belmont, CA: Wadsworth.
Rinaldi, A. (1993). Wolf by the ears.
NY: Scholastic.
Robinson, R., & et.al. (2000). Issues and trends in literacy education. Needham Heights, MA: Allyn & Bacon.
Roe, B., & Smith, S. (2005).
Teaching reading in today’s middle school.
Boston: Houghton Mifflin.
Ruddell, M. R. (1997). Teaching content reading and writing . Needham Heights, MA: Allyn & Bacon.
Schoenbach, R., & Greenleaf, C. (1999). Reading for understanding. NY: Jossey-Bass.
Smith, M., & Wilhelm, J. (2002). Reading don’t fix no chevys. Portsmouth, NH: Heinemann.
Strickland, K. (2005).
What’s after assessment?
Portsmouth, NH: Heinemann.
Tompkins, G. E. (2003). Literature for the 21 st century (3 rd ed.) . Upper Saddle River, NJ: Merrill.
Tonjes, M., Wolpow, R., & Zintz, M. (1999). Integrated content literacy. NY: McGraw-Hill.
Tovani, C. (2004). Do I have to teach reading? Portland, MA.
Vacca, R., & Vacca, J. A. (2000). Content area reading. NY: Longman.
Weaver, C. (2002). Reading process and practice (3 rd ed.). Portsmouth, NH: Heinemann.
Wilhelm, J. D. (1997). You gotta BE the book: Teaching engaged and reflective reading with adolescents. Urbana,
IL: NCTE.
Zirinsky, D., & Rau, S. (2001). A classroom of teenaged readers. NY: Addison Wesley Longman.
National Institute of Child Health and Human Development. (2000). Report of the National
Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction:
Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S.
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