Teaching through Text: Reading and Writing in the Content Areas (2e) : 9780132685726

Teaching through Text: Reading and Writing in the Content Areas (2e)

Mckenna & Robinson
Published by
Pearson Higher Ed USA
Out of stock
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Pre-service and in-service middle and secondary school teachers get a wide variety of instructional techniques they can use to foster comprehension of materials in their content areas.


The core set of instructional techniques included in this evidence-based, practical resource help middle and secondary teachers incorporate reading-related approaches into their classrooms. The authors show how to implement the approaches in an easy manner that avoids diverting time from content learning. Some of the approaches covered include vocabulary techniques (e.g., graphic organizers, feature analysis, list-group-label), comprehension techniques (e.g., reading guides, questioning strategies), and study techniques. The book also addresses issues of assessment, motivation, and cultural and linguistic diversity.

Table of contents
  • Section 1: Teaching and Learning through Text        
  • 1    The Importance of Literacy in Content Areas      
  • 2    Literacy Processes             
  • 3    Getting to Know Your Students, Your Materials, and Your Teaching        
  • 4    Teaching for Diversity        
  • Section 2: Prereading Strategies       
  • 5    Building Prior Knowledge       
  • 6    Introducing Technical Vocabulary                
  • Section 3: Strategies for Guided Reading       
  • 7    Making Reading Purposeful             
  • 8    Reading Guides    
  • 9    Providing Time to Read: When, Where, and How?          
  • Section 4: Postreading Strategies      
  • 10  Questioning and Discussion        
  • 11  Reinforcing and Extending Content Knowledge  
  • Section 5: More Ways to Facilitate Learning through Text    
  • 12  Study Skills: Encouraging Independence in Content Literacy     
  • 13  Student Attitudes: Encouraging Content Literacy           
New to this edition

This new edition is an even more valuable resource for learning about content literacy through its up-to-date technology, emphasis on teaching literacy skills to second language learners, practical approach to applying concepts and techniques in actual classrooms, many expanded discussions, new examples, and much more.


Students and teachers see how to apply the most up-to-date technology in content literacy education through the presentation of today’s latest developments, which appear throughout the book.


Readers see how to effectively teach literacy skills to second language learners through the presentation of the latest literacy knowledge and through a recurring feature called “Assisting English Learners,” which complements the chapter content.


Students see how to apply literacy techniques and concepts in actual classrooms through the book’s use of current applications of literacy instruction–current textbooks, technology, and more.


Students get a solid foundation for effectively teaching content reading through the book’s literacy philosophy and definition of the reading process.


Extended discussions included throughout the book make this edition an even more valuable resource for learning about content literacy. Among the discussions are:

  • disciplinary literacy and its relationship to content literacy
  • the Common Core Standards and their implications for content literacy instruction
  • the Lexile Framework and its usefulness in content literacy instruction
  • approaches such as Cognitive Reasoning


Also included are:

  • additional writing applications
  • additional web resources
  • new examples illustrating salient points made in the text
  • completely updated references
  • a discussion of academic vocabulary and its relationship to content and general vocabulary
  • a series of 13 podcasts available online introducing the content of each chapter


Features & benefits

The approaches are easy to follow, practical, effective, feature a strong empirical base, and reflect the latest thinking in the field.


Teachers benefit from the straightforward organization that presents the approaches in a “before-during-after” lesson format.


Teachers get additional free resources they can turn to through the book’s “Net Worth” boxes that provide up-to-date Web sites.


Additional ideas for extending the approaches and concepts are provided in “Getting Involved” sections, packed with activities and assignments.

Author biography

Michael C. McKenna is Thomas G. Jewell Professor of Reading at the University of Virginia.  He has authored, coauthored, or edited 21 books and more than 100 articles, chapters, and technical reports on a range of literacy topics.


Richard D. Robinson is Professor of Literacy Education at the University of Missouri-Columbia. He is the author of 10 books and numerous articles on many areas of literacy development. His national prominence in the field of literacy has been acknowledged through many awards, such as the William H. Byler Distinguished Professor Award.

Student supplements