Literacy Instruction with Disciplinary Texts

Strategies for Grades 6-12

William E. Lewis and John Z. Strong
Foreword by Lyn Long and Bilinda Sikes

HardcoverPaperbacke-bookprint + e-book
Hardcover
November 24, 2020
ISBN 9781462544752
Price: $82.00 $61.50
288 Pages
Size: 7" x 10"
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Paperback
November 24, 2020
ISBN 9781462544684
Price: $32.00 $24.00
288 Pages
Size: 7" x 10"
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e-book
November 24, 2020
ePub and PDF ?
Price: $32.00 $24.00
288 Pages
pre-order
print + e-book
Paperback + e-Book (ePub and PDF) ?
Price: $64.00 $35.20
288 Pages
pre-order

“Lewis and Strong have integrated all of the important components of planning literacy-based instruction in any discipline. Finally, a reference for teachers that includes evidence-based strategies, connections to research, and realistic ways to utilize a range of high-quality texts.”

—Cary B. Riches, EdD, Executive Director of Secondary Education, Brandywine School District, Wilmington, Delaware


“I plan to use this book as the main text in a content literacy course for both practicing and preservice teachers. The descriptions of research, explanations of strategies, and examples are accessible enough for beginners, but also clear and specific enough for those looking to extend and deepen their knowledge of the strategies and see them across multiple contexts. The book emphasizes ways to increase literacy development and content learning using science-based strategies, while recognizing that all children bring valuable knowledge and experiences to the classroom. I appreciate the authors' attention to both discussion and writing as essential contributors to comprehension, and I love the chapter on inquiry! We don't teach kids to read just for the sake of it; we want to teach them to be curious and read for real reasons.”

—Sarah M. Lupo, PhD, Department of Early, Elementary, and Reading Education, James Madison University


“This book provides current and future secondary school teachers with clear guidance for designing effective disciplinary text sets and supporting students’ learning before, during, and after reading the texts. I appreciate the attention to writing instruction, including text-based writing, extended writing, and inquiry-based writing. This book is a great resource for disciplinary literacy courses at the undergraduate and graduate levels.”

—Bong Gee Jang, PhD, Department of Reading and Language Arts, Syracuse University
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