EIGHTH EDITION CONTENT AREA READING AND LITERACY Succeeding in Today’s Diverse Classrooms Victoria R. Gillis University of Wyoming George L. Boggs Florida State University Donna E. Alvermann University of Georgia A01_GILL6546_08_SE_FM.indd 1 02/06/16 4:37 pm Vice President and Editor in Chief: Kevin M. Davis Female teenager using digital tablet: Edyta Editorial Assistant: Maria Feliberty Pawlowska/Fotolia Executive Field Marketing Manager: Krista Clark Young boy with tablet: ambrits/Fotolia Senior Product Marketing Manager: Christopher Magnifying glass on white background: ibphoto/ Barry Fotolia Program Manager: Miryam Chandler Cover Photo: stocklady/Fotolia Project Manager: Pamela D. 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Library of Congress Cataloging-in-Publication Data Names: Alvermann, Donna E., author. | Gillis, Victoria Ridgeway., author. | Boggs, George L., author. Title: Content reading and literacy : succeeding in today’s diverse classrooms / Donna E. Alvermann, Victoria R. Gillis, George L. Boggs. Description: Eighth edition. | Boston : Pearson, 2016. Identifiers: LCCN 2016005282 | ISBN 9780133846546 (alk. paper) Subjects: LCSH: Content area reading—United States. | Reading (Secondary)—United States. | Multicultural education—United States. | Reading (Secondary)—Social aspects—United States. | Teenagers—Books and reading—United States. Classification: LCC LB1050.455 .A47 2016 | DDC 372.47/6—dc23 LC record available at https://lccn.loc.gov/2016005282 Loose-Leaf Version: 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-425645-X ISBN 13: 978-0-13-425645-0 eText: ISBN 10: 0-13-415765-6 ISBN 13: 978-0-13-415765-8 eText plus Loose-Leaf Version: ISBN 10: 0-13-384654-7 ISBN 13: 978-0-13-384654-6 A01_GILL6546_08_SE_FM.indd 2 02/06/16 4:37 pm For Joe—Victoria For Elisha—George For Jack—Donna A01_GILL6546_08_SE_FM.indd 3 02/06/16 4:37 pm This page intentionally left blank About the Authors Victoria R. Gillis is a professor and Wyoming Excellence in Higher Education Endowed Chair in Literacy Education in the College of Education at the University of Wyoming. She graduated from North Georgia College with a BS in biology and from Emory University with an MAT in secondary science education. She taught science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina. In the early 1970s, she encountered the ideas and concepts in content area reading and tried them in her classroom. Her success in using content area reading strategies led her to return to graduate school after 20 years in the classroom to complete a PhD at the University of Georgia in 1994. She was director of the South Carolina Center of Excellence for Adolescent Literacy and Learning at Clemson University and was a volunteer for the Reading and Writing for Critical Thinking project in Latvia and Guatemala, where she worked with teachers, college professors, and ministry officials delivering professional development workshops in critical thinking and disciplinary literacy. George L. Boggs is an assistant professor in the School of Teacher Education at Florida State University. He earned a BA from King College in English and Religion and a master’s in classics and ancient history from the University of Durham, United Kingdom. He earned a PhD in language and literacy education at the University of Georgia. He taught grades 7 and up in the Slovak Republic, the Puget Sound area, and northern Georgia from 1999 to 2010, when he began to write about literacy, especially writing, in the digital age. Music, place, food, and history have been abiding features of his literacy teaching and scholarship. New Skyline Lounge is a collaborative digital project that welcomes teachers, writers, musicians, and researchers to learn together through sharing multimodal compositions. Donna E. Alvermann is University of Georgia-appointed Distinguished Research Professor of Language and Literacy Education and the Omer Clyde & Elizabeth Parr Aderhold Professor in Education. Formerly a classroom teacher in Texas and New York, her research focuses on adolescent literacy in digitally mediated environments. Her coauthored/edited books include Reconceptualizing the Literacies in Adolescents’ Lives (3rd ed.), Content Area Reading and Literacy: Succeeding in Today’s Diverse Classrooms (8th ed.), Adolescents’ Online Literacies: Connecting Classrooms, Digital Media, & Popular Culture (2nd ed.), and Literacies in a Digital World. Past president of the National Reading Conference (NRC), she serves on the Adolescent Literacy Advisory Group of the Alliance for Excellent Education and the Research Advisory Board for the University of Wyoming Literacy Research Center and Clinic. She was elected to the Reading Hall of Fame in 1999 and is the recipient of NRC’s Oscar Causey Award for Outstanding Contributions to Reading Research, the College Reading Association’s Laureate Award, and the American Reading Forum’s and NRC’s two service awards. In 2006, she was awarded the International Reading Association’s William S. Gray Citation of Merit. v A01_GILL6546_08_SE_FM.indd 5 02/06/16 4:38 pm This page intentionally left blank Brief Contents Chapter 1 Content Literacy and the Reading Process 1 Chapter 2 Creating Effective Learning Environments 34 Chapter 3 P lanning for Content Literacy 58 Chapter 4 Assessment of Students and Textbooks 89 Chapter 5 Preparing to Read 123 Chapter 6 Reading to Learn 143 Chapter 7 Increasing Vocabulary and Conceptual Growth 177 Chapter 8 Reflecting on Reading and Learning 215 Chapter 9 Teaching Writing 239 Chapter 10 Writing to Learn 254 Chapter 11 Writing to Inquire 279 Chapter 12 Developing Lifetime Readers: Literature in Content Area Classes 296 vii A01_GILL6546_08_SE_FM.indd 7 02/06/16 4:38 pm This page intentionally left blank Contents Preface xv CHAPTER Content Literacy and the Reading Process 1 1 Assumptions Underlying Content Area Teaching 4 Subject Matter 4 Role of the Textbook 5 Active and Independent Readers 6 Fluent Readers 8 Fluency with Information Technology 8 What It Means to Be Literate 9 Literate Thinking 10 Content Literacy 11 Disciplinary Literacy 12 The New Literacy Studies 19 The Reading Process 21 A Cognitive View 21 A Social Constructionist Perspective 26 The Role of Motivation 29 Summary 32 Suggested Readings 32 CHAPTER Creating Effective Learning 2 Environments 34 Affective Characteristics 37 Linking Content Literacy with Students’ Lives 37 Adaptive Instruction 41 Providing Choices 42 Language as a Vehicle for Teaching and Learning Content 42 Seeing Language as a Social Practice 43 Dealing with Gendered Language in the Classroom and the Text 44 Diversity in Language and Learning 46 Second-Language Acquisition and Learning 46 Struggling or Reluctant Readers 50 Gifted and Talented Learners 51 Teaching and Learning in Culturally Diverse Classrooms 53 Today’s Globalizing Influences 53 ix A01_GILL6546_08_SE_FM.indd 9 02/06/16 4:38 pm