Reading for Understanding : How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms.
Title:
Reading for Understanding : How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms.
Author:
Schoenbach, Ruth.
ISBN:
9781118220719
Personal Author:
Edition:
2nd ed.
Physical Description:
1 online resource (386 pages)
Contents:
Cover -- Title Page -- Copyright -- Contents -- Foreword -- Preface -- Chapter 1 Engaged Academic Literacy for All -- The Context for Change -- Literacy in Middle and High School -- Literacy in College and the Workplace -- The Literacy Ceiling -- "Solutions" That Don't Solve the Problem -- Remediation Restart -- Searching for Skills-in-a-Box Solutions -- 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 2 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 3 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 -- Investigating Relationships Between Literacy and Power -- 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 4 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 -- Talking to the Text Routine -- Metacognitive Double-Entry Journal Routine -- Metacognitive Log Routine -- Cultivating Collaboration -- Collaborative Class Discussion -- Partner Work -- Small Groups -- Deepening Disciplinary Uses of Metacognitive Conversation -- Reflecting on Roles in a Metacognitive Classroom -- Notes -- Chapter 5 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 Choice of Reading Material -- Extending Support and Accountability -- Notes -- Chapter 6 Sustained Silent Reading+: Dedicating Time for Independent Reading -- Getting Real Reading Going -- Previewing Books with Book Pass -- Giving Books a Ten-Page Chance -- Building Book Buzz -- Building Stamina -- Using Metacognitive Logs in SSR+ -- Creating a Community of Readers -- Supporting and Assessing Students' SSR+ Reading Behaviors -- Chapter 7 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 Informational Text -- Helping Students Become Strategic Readers -- Supporting Strategy Integration -- Orchestrating Independence -- Notes.
Chapter 8 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 -- Epilogue Collaborating Beyond the Classroom -- Assessment Appendix -- Interests and Reading Survey -- Part 1: Getting to Know Each Other -- Part 2: Getting to Know Each Other as Readers -- Part 3: Final Reflections -- Student Learning Goals -- How to Use Student Learning Goals -- Student Learning Goals: Science -- Student Learning Goals: History -- Student Learning Goals: Literature -- Student Learning Goals: Mathematics -- Monitoring and Assessing Student Work -- Monitoring Participation and Contribution to Classroom Learning -- Assessing Student Growth -- Curriculum-Embedded Reading Assessment (CERA) Guidance and Tools -- Guidelines for Administering the CERA -- CERA Lesson Plan and Rubric -- Sustained Silent Reading+ (SSR+) Assessment Guidance and Tools -- Monitoring and Assessing SSR+ -- Grading SSR+ -- Tools for Students -- What Does a Reading Apprenticeship Classroom Look Like? -- A Focus on Comprehension -- A Climate of Collaboration -- An Emphasis on Student Independence -- Other Things to Notice -- List of Downloadable Resources -- WestEd and the Strategic Literacy Initiative -- About the Authors -- Subject Index -- Name Index.
Abstract:
"As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty
to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.
Local Note:
Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2017. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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