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For too long, false perceptionsand often policyhave led teachers to believe they must choose between teaching reading and teaching content. As teachers, however, we know that for students to be successful in all subjects, they must have a strong foundation in reading and writing. Reading for Learning: Using DisciplineBased Texts to Build Content Knowledge addresses this issue headon, exploring the reality, which is that reading and content can, and should, go handinhand to support subject area learning. Drawing on research in human cognition, reading development, and disciplinespecific pedagogies, Heather Lattimer provides practical, classroomtested approaches to helping students access and critically respond to contentbased texts, such as selecting texts that enhance student learning experiences, using strategies to help focus student readers before they engage with texts, supporting comprehension in content areas through discussion and writing, analyzing texts and applying content learning. Rich in classroom examples, the book strives not to remake content teachers into reading teachers, but instead to support content teachers in using texts to deepen students understanding of the core ideas, critical information, and ways of thinking in the disciplines.
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