For too long, false perceptions--and often policy--have 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 Discipline-Based Texts to Build Content
Knowledge addresses this issue head-on, exploring the reality, which is
that reading and content can, and should, go hand-in-hand to support
subject area learning. Drawing on research in human cognition, reading
development, and discipline-specific pedagogies, Heather Lattimer
provides practical, classroom-tested approaches to helping students
access and critically respond to content-based 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.