Comprehension Across the Curriculum: Perspectives and Practices K-12

351 Pages·2009·3.74 MB·English

by  Kathy Ganske Phd

Comprehension
ACross the CurriCulum
Solving Problems in the Teaching of Literacy
Cathy Collins Block, Series Editor
reCent Volumes
Explaining Reading, Second Edition:
A Resource for Teaching Concepts, Skills, and Strategies
Gerald G. Duffy
Learning to Write with Purpose: Effective Instruction in Grades 4–8
Karen Kuelthau Allan, Mary C. McMackin,
Erika Thulin Dawes, and Stephanie A. Spadorcia
Exemplary Literacy Teachers, Second Edition:
What Schools Can Do to Promote Success for All Students
Cathy Collins Block and John N. Mangieri
Literacy Development with English Learners:
Research-Based Instruction in Grades K–6
Edited by Lori Helman
How to Plan Differentiated Reading Instruction:
Resources for Grades K–3
Sharon Walpole and Michael C. McKenna
Reading More, Reading Better
Edited by Elfrieda H. Hiebert
The Reading Specialist, Second Edition:
Leadership for the Classroom, School, and Community
Rita M. Bean
Teaching New Literacies in Grades K–3:
Resources for 21st-Century Classrooms
Edited by Barbara Moss and Diane Lapp
Teaching New Literacies in Grades 4–6:
Resources for 21st-Century Classrooms
Edited by Barbara Moss and Diane Lapp
Teaching Reading: Strategies and Resources for Grades K–6
Rachel L. McCormack and Susan Lee Pasquarelli
Comprehension Across the Curriculum:
Perspectives and Practices K–12
Edited by Kathy Ganske and Douglas Fisher
Comprehension
Across the Curriculum
Perspectives and Practices K–12
Edited by
Kathy GansKe
DouGlas Fisher
the GuilForD Press
new York london
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About the editors
Kathy Ganske, PhD, is Associate Professor of Literacy in the Gradu-
ate Teacher Education Program at Oberlin College. She is the author of
numerous articles and books on literacy, including Supporting Struggling
Readers and Writers: Strategies for Classroom Intervention 3–6 (with
Dorothy Strickland and Joanne Monroe); Word Journeys: Assessment-
Guided Phonics, Spelling, and Vocabulary Instruction; Word Sorts and
More: Sound, Pattern, and Meaning Explorations K–3; and Mindful of
Words: Spelling and Vocabulary Explorations 4–8. Prior to her move to
Ohio, she was a professor at Rowan University in Glassboro, New Jer-
sey. Dr. Ganske is a former classroom teacher of primary through upper-
elementary grades and has taught in many regions of the country.
Douglas Fisher, PhD, is Professor of Language and Literacy Education in
the College of Education at San Diego State University and a classroom
teacher at Health Sciences High and Middle College in San Diego. He
is a recipient of the Celebrate Literacy Award from the International
Reading Association, the Paul and Kate Farmer English Journal Writ-
ing Award from the National Council of Teachers of English, as well
as a Christa McAuliffe Excellence in Teacher Education Award from
the American Association of State Colleges and Universities. Dr. Fisher
has published numerous articles on reading and literacy, differentiated
instruction, and curriculum design, and many books, including Creat-
ing Literacy-Rich Schools for Adolescents (with Gay Ivey); Checking
for Understanding: Formative Assessments for Your Classroom (with
Nancy Frey); Better Learning through Structured Teaching (with Nancy
Frey); and Content-Area Conversations: How to Plan Discussion-Based
Lessons for Diverse Learners (with Carol Rothenberg).
v

Contributors
Heather Anderson, MA, teaches English at Health Sciences High and
Middle College in San Diego. She has taught K–12 students at both
public and charter schools and has worked as a math specialist and
staff developer in the areas of literacy, math, and English learners at
the elementary level.
Diane August, PhD, is a consultant and a Senior Research Scientist at
the Center for Applied Linguistics in Washington, DC. She is the
Principal Investigator or Co-investigator for a number of large, fed-
erally funded studies that investigate the development of literacy
in language-minority students and has written numerous journal
articles and books.
Diane Barone, EdD, is Foundation Professor of Literacy at the Univer-
sity of Nevada, Reno. Her research has always focused on young
children’s literacy development and instruction in high-poverty
schools. She has published in such journals as Reading Research
Quarterly, Journal of Literacy Research, Elementary School Jour-
nal, and The Reading Teacher. Among her books are Resilient Chil-
dren, Research-Based Practices in Early Literacy, Writing without
Boundaries, and Your Core Reading Program and Children’s Lit-
erature (K–3 and 4–6).
Xiufang Chen, PhD, is Assistant Professor of Reading at Rowan Univer-
sity in Glassboro, New Jersey. Before joining the Rowan faculty, she
worked as a part-time instructor and field supervisor at Texas Tech
University, and was a faculty member at Beijing Normal Univer-
sity. Dr. Chen has presented at the National Reading Conference,
the International Reading Association, and the National Council
vii
viii Contributors
of Teachers of English, and has authored several articles on English
language learners and literacy, and Internet reading.
Nell K. Duke, EdD, is Professor of Teacher Education and Educational
Psychology and Co-director of the Literacy Achievement Research
Center at Michigan State University in East Lansing. Dr. Duke’s
work focuses on early literacy development, particularly among
children living in poverty. She has won a number of awards for
her research, including the Early Career Award from the American
Educational Research Association. Among her books is Reading
and Writing Informational Text in the Primary Grades: Research-
Based Practices.
Douglas Fisher, PhD (see “About the Editors”).
Nancy Frey, PhD, is Professor of Literacy in the School of Teacher Edu-
cation at San Diego State University. She is the recipient of the 2008
Early Career Achievement Award from the National Reading Con-
ference. Dr. Frey has published in The Reading Teacher, Journal
of Adolescent and Adult Literacy, English Journal, Voices in the
Middle, Middle School Journal, Remedial and Special Education,
and Educational Leadership. She also learns alongside students and
teachers at Health Sciences High and Middle College in San Diego.
Jesse Gainer, PhD, is Assistant Professor of Education in the Depart-
ment of Curriculum and Instruction at Texas State University in
San Marco. He teaches undergraduate and graduate classes in both
university-based and field-based settings. Dr. Gainer has been a bilin-
gual elementary school teacher and has done educational research
in elementary, middle, and high school settings. His major areas of
research and instruction include critical literacy and the intersections
of literacy with linguistic diversity, culture, and media.
Kathy Ganske, PhD (see “About the Editors”).
Maria Grant, EdD, is Associate Professor in the Department of Sec-
ondary Education at California State University in Fullerton and a
classroom teacher at Health Sciences High and Middle College in
San Diego. She works with both preservice and veteran teachers in
the credential and graduate programs. Her work includes research
and publications in the area of literacy integration into content
areas, with a central focus on science education. Additionally, Dr.
Grant is involved in professional development centered on formative
assessment.
Contributors ix
Jennifer Letcher Gray, MA, is a research assistant at the Center for
Applied Linguistics in Washington, DC. She is pursuing her doc-
torate in Reading Education at the University of Maryland, Col-
lege Park, where she teaches undergraduate and graduate courses
in reading methods and children’s literature. Ms. Gray has worked
as a classroom teacher, a reading specialist, an ESL instructor, an
adult literacy program coordinator, and a literacy specialist with the
Office of Reading of the Massachusetts Department of Education.
Ellin Keene, MA, consults with schools and districts throughout the
country and abroad on issues related to literacy teaching and learn-
ing and leadership. She is the coauthor of Mosaic of Thought:
Teaching Reading Comprehension in a Reader’s Workshop and the
author of To Understand.
Donna L. Knoell, PhD, is an educational consultant and author. She has
spoken at and consulted with schools worldwide in reading and lan-
guage arts, social studies, science, and mathematics. She has special
expertise in the effective use of trade books for instruction but also
consults on various other literacy-related topics, including content-
area reading, reading comprehension, and vocabulary development.
Dr. Knoell is a former classroom teacher, program developer, and
instructional specialist, and has taught at the university level.
Diane Lapp, EdD, is Distinguished Professor of Education at San Diego
State University, where she directs and teaches school-based preser-
vice and graduate programs in literacy education. She has taught in
elementary and middle school, and is currently teaching 11th and
12th grade English at an urban high school. Her major areas of
research and instruction focus on issues related to struggling learn-
ers and their families who live and learn in low socioeconomic sta-
tus urban communities.
Valarie G. Lee, EdD, is Assistant Professor in the Department of Read-
ing at Rowan University, in Glassboro, New Jersey. After teaching
high school English for 10 years in New Mexico and Colorado,
she finished her doctorate degree in reading and research methods
and completed her dissertation on adolescent boys and reading atti-
tudes. Her research interests include adolescent and content-area
literacy, especially concerning motivating readers.
Elizabeth Birr Moje, PhD, is Arthur F. Thurnau Professor of Literacy,
Language, and Culture in Educational Studies at the University of
Michigan, Ann Arbor, and Faculty Associate in Latino/a Studies