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An evidence-based, functional approach to content literacy instruction. Content Area Reading shows pre- and in-service content area teachers how to use literacy-related instructional strategies to help students think and learn with all kinds of print and digital texts. The emphasis is on the comprehensive content, including an ever-expanding knowledge base in the areas of content literacy, instructional scaffolding, differentiated instruction, student diversity, and new literacies. This text continues to emphasize a functional approach to content literacy instruction. In a functional approach, content area teachers learn how to integrate literacy-related strategies into instructional routines without sacrificing the teaching of content. The
13th Edition is rigorously updated to reflect current theory, research, and practice related to literacy and learning across the curriculum.
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Richard and Jo Anne Vacca are Professors Emeriti in the School of Teaching, Learning and Curriculum Studies in the College of Education, Health and Human Services at Kent State University. They have published numerous books, chapters, and articles. They met as undergraduate English majors at SUNY Albany and have been partners ever since. Jo Anne taught language arts in middle schools in New York and Illinois and received her doctorate from Boston University. Rich taught high school English and earned his doctorate at Syracuse University. He is a past president of the International Reading Association. The Vaccas live in Vero Beach, Florida, where they keep active professionally, golf, volunteer, and walk their toy poodles, Tiger, Gigi, and Joely. They especially enjoy visiting and traveling with their daughter, Courtney; son-in-law, Gary; and grandsons, Simon, Max, and Joe.
Maryann Mraz is a Professor in the Reading and Elementary Education Department at the University of North Carolina at Charlotte (UNCC). She earned her Ph.D. from Kent State University and her B.A. and M.Ed. from John Carroll University, where she was awarded the Distinguished Alumni Educator Award in 2014. Maryann has served as a board member of the Association of Literacy Educators and Researchers (ALER) and as the Doctoral Program Director for Curriculum and Instruction at UNCC. She is the author of more than 70 books, articles, chapters, and instructional materials on literacy education. Maryann teaches bachelors, masters, and doctoral courses in literacy education and provides professional development programs to teachers and literacy coaches.
PART I: LEARNERS, LITERACIES, AND TEXTS 1. Literacy Matters
2. Learning with New Literacies
3. Culturally Responsive Teaching in Diverse Classrooms
4. Assessing Students and Texts
5. Planning Instruction for Content Literacy
PART II: INSTRUCTIONAL PRACTICES AND STRATEGIES 6. Activating Prior Knowledge and Interest
7. Guiding Reading Comprehension
8. Developing Vocabulary and Concepts
9. Writing Across the Curriculum
10. Studying Text
11. Learning with Multiple Texts
Appendix A: Affixes with Invariant Meanings
Appendix B: Commonly Used Prefixes with Varying Meanings
Appendix C: Graphic Organizers with Text Frames
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