| Description |
1 online resource (362 pages) |
| Physical Medium |
polychrome |
| Description |
text file |
| Contents |
Cover; Title; Copyright; Credits; Dedicatioon; Contents; About the Author; Preface; Acknowledgments; Chapter 1 Mentoring Students in Disciplinary Literacy; Reading and Identity; Fostering Academic Identities; Reading in Academic Disciplines; A Model of Disciplinary Literacy; The Need to Address Disciplinary Literacy; Apprenticing Readers, Writers, and Thinkers in Disciplinary Literacy; Chapter 2 Teaching Comprehension of Complex Disciplinary Texts; Comprehension Processes of Proficient Readers; The Nature of Complex Texts; Talking the Talk of an Academic Discipline; Reading Argumentation. |
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Complex Texts in Academic DisciplinesComprehension of Science Texts; Comprehension of Social Studies Texts; Comprehension of Mathematics Texts; Comprehension of Literary Texts; Chapter 3 Teaching to the Match: Bridging Academic Knowledge Gaps; The Match Between Authors and Readers; The Effect of Prior Knowledge on Reading Comprehension; The Nature of Our Knowledge; Confronting Academic Knowledge Gaps; Building Academic Knowledge Bridges; Teaching to the Match in History and the Social Sciences; Teaching to the Match in Science; Teaching to the Match in Mathematics. |
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Teaching to the Match in LiteratureTeaching to the Match in Career and Technical Disciplines; Teaching to the Match in World Languages; Teaching to the Match in the Arts and Humanities; Teaching to the Match in Health and Fitness; Chapter 4 Frontloading Instruction That Activates and Builds Academic Knowledge; Frontloading Reading of Complex Texts; Frontloading and Close Reading; Frontloading with Much Knowledge; Frontloading with Diverse Knowledge; Frontloading with Insufficient Knowledge; Putting It All Together: Frontloading Through Wide Reading; Mentoring Students to Inform Themselves. |
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Chapter 5 Building Inquiring Minds Around Disciplinary TextsQuestioning Through a Disciplinary Lens; InculcatinganInquiryMind-Set; Modeling Self-Questioning with Disciplinary Texts; Self-Questioning Taxonomy; Discipline-Specific Questioning; Self-Questioning Taxonomy for History Texts; Self-Questioning Taxonomy for Literacy Fiction; Self-Questioning Taxonomies for Science Texts; Self-Questioning Taxonomies for Mathematics Texts; Self-Questioning Taxonomy for Technical Texts; Self-Questioning Taxonomy for Health and Physical Fitness Texts; Self-Questioning Taxonomy for Music-Performance Texts. |
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Self-Questioning Taxonomy for Visual Art TextsChapter 6 Instructional Practices for Working Complex Disciplinary Texts; A Reformulation of Study Skills; Developing Reader Moves; Instructional Practices That Scaffold Rehearsing; Instructional Practices That Scaffold Elaborating; Instructional Practices That Scaffold Organizing; Scaffolding Reader Moves into Disciplinary Instruction; Fading Scaffolds; Chapter 7 Customizing Literacy Practices; Adapting Literacy Practices; Transforming Generic Strategies into Disciplinary Moves; What, How, and Why; Disciplinary Invitations. |
| Note |
Appendix References for Strategies. |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
| Subject |
Content area reading.
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Content area reading. |
| Genre/Form |
Electronic books.
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| Other Form: |
Print version: Buehl, Doug. Developing Readers in the Academic Disciplines, 2nd edition. York, Maine : Stenhouse Publishers, ©2017 9781625311214 |
| ISBN |
9781625311221 (electronic book) |
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1625311222 (electronic book) |
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