Building strategies for college reading a text with thematic reader Jane L. McGrath.

Por:

McGrath, Jane L

Detalles de publicación: Englewood Cliffs, N.J. Prentice Hall c1995.Descripción: xvi, 430 p. ill. 27 cmISBN:

0130438944

Tema(s):

Clasificación CDD:

808/.0427 20

Clasificación LoC:

PE1122 .M268 1995

Existencias
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	Libro	Biblioteca de Mayagüez Colección General mb				PE 1122 .M268 1995 (Navegar estantería(Abre debajo))					Disponible			50000002019064

Total de reservas: 0

Descripciones mejoradas de Syndetics:

This fourth edition remains firmly focused on helping students develop a lame repertoire of reading and study strategies to meet the demands of reading college-level expositor- prose. Features in the fourth edition include: Thematic reading units. Each of the themes includes a complete text chapter and 6-8 related articles: First Amendment Freedoms ("Government by the People, 20/E," Burns et al.) Managing Human Resources & Labor Relations ("Business, 7/E," Griffin & Ehert) Crime & Violence ("Social Problems, ll/E," Kornblum & Julian) Is Earth Experiencing a Biodiversity Crisis? ("Biology: Science for Life," Belk & Borden)

Includes index.

Tabla de contenidos provista por Syndetics

Strategy/Skill Chapters
1 The Big Picture: Approaching Reading As a Process
2 Building Vocabulary
3 Understanding Main Ideas
4 Indentifying Supporting Details and Using Relationships Among Ideas
5 Reading Multi-Paragraph Selections
6 Reading Graphics
7 Understanding the Author's Point of View
8 Organizing the Information You Need
9 Becoming a More Critical Reader
Thematic Units
1 First Amendment Freedoms
First Amendment Freedoms
Five Tests of Your Freedoms, USA Weekend
State of the First Amendment 2003
How Much Religious Freedom Is Too Much?
'Free' and Other 4-Letter Words
Dilbert
Well, Would You Rather Have an Unfree Press?
Our Right to Petition
2 Today's Workplace
Tomorrow's Jobs, U.S. Department of Labor's Bureau of Labor Statistics
Editorial Cartoon
Managing Human Resources and Labor Relations
Judgment Day
Stop Stereotyping: Overcoming Your Worst Diversity Enemy
What Should I Do With My Life?
Money and Motivation
3 Violence and Crime
The Moral Circle
Crime and Violence
Four R's
A Well-Regulated Controversy
Hatred: Too Close for Comfort
Much Ado about Violence
Why Rocky III?
Prologue: New Year's Eve
4 Biodiversity
Imagine
Is Earth Experiencing a Biodiversity Crisis?
The Politics of Biodiversity
Editorial Cartoon
A Grizzly Future
Sustainable Agriculture Depends on Biodiversity
The Silent Casualties of War

Extracto provisto por Syndetics

If we are going to talk about teaching reading comprehension, then we are going to have to look for methods of teaching that create active rather than passive readers .... Learners must be provided with materials that motivate them to become actively involved in constructing meaning, strategic guidance and support when their own repertoire of strategies is not adequate, a connection to writing as a similar meaning making activity, questions and discussion that help them focus on both the content being created and the strategy being used, and meaningful interactions with other readers so that meanings and strategies can be shared. -- (Irwin, J. W. Teaching Reading Comprehension Processes, 2nd ed. 1991. Upper Saddle River, NJ: Prentice Hall.) The revisions in this fourth edition of Building Strategies for College Reading evolved from answering the question, What changes will better prepare students to succeed in American history, biology, business, sociology, and every other course of study? I am convinced that adopting the skills, strategies, attitudes, and habits associated with effective reading are vital for success in college and in life and that those skills, strategies, attitudes, and habits can be developed and improved through relevant and applicable instruction and guided practice. This text provides the foundation for that instruction and practice. Firmly focused on helping students develop strategies for reading college-level expository prose, this is a "textbook" reading text: it mirrors typical content-area texts in form and structure, and it includes a wealth of authentic text excerpts and four complete textbook chapters. In addition, its thematic approach promotes a meaningful, connected understanding of topics that allows students to profit from more sophisticated material than is possible with isolated readings. This text, like the introductory text Basic Skills and Strategies for College Reading, second edition, and the next-level text Strategies for Critical Reading, encourages students to see themselves as active participants in the reading process--readers who can set and accomplish reading and study goals and objectives. Therefore, Building Strategies for College Reading, fourth edition, presents detailed instruction in and examples of the reading skills students must master to be successful in college; encourages students to develop a repertoire of reading and study strategies and provides guided activities as they learn to select and use different strategies for different tasks; provides abundant authentic practice with complete articles, essays, text pages, and textbook chapters; stresses the importance of transferring skills and strategies to other readings and other classes; encourages students to realize that expanding their vocabulary is fundamental to college success; provides extensive practice opportunities in four topical thematic units so that as students broaden their conceptual background knowledge, they see themselves as successful readers; and persuades students to plan, monitor, and evaluate their own learning. This explanation of a skill and a strategy by Alexander and Jetton clarifies how I use the terms in this text: "During the 1970s, when it first dotted the reading landscape, the term strategies signified a form of mental processing that deviated from traditional skills-based reading. However, any distinctions between skill and strategies that seemed apparent then have begun to fade, leaving many to wonder where skills end and strategies begin. As a way to unearth those contrasts, we propose two differences between skillful and strategic processing, relevant to text-based learning: automaticity and intentionality... Skills are, in essence, essential academic habits. They are routinized, automatic procedures we employ when we engage in any nontrivial task. Thus, skilled readers, like skilled cooks or skilled accountants, have honed essential domain procedures to a level of automaticity... The same procedures (e.g., finding main ideas) can fit under both the skill and strategy categories. The appropriate label rests on whether the reader consciously evokes the procedure or is simply functioning in a typical, automatic way." (Alexander, P A., and T. L. Jetton, "Learning from Text: A Multidimensional and Developmental Perspective." In M. L. Kamil, P. B. Mosenthal, E D. Pearson, and R. Barr (Eds.), Handbook of Reading Research, Vol. III, 2000, Mahwah, NJ: Lawrence Erlbaum, pp. 295-96.) ORGANIZATION OF THE TEXT The basic organization remains the same in this edition: nine instructional chapters and four thematic reading units, plus the appendices, glossary and topic index. The text continues to provide an array of authentic reading tasks to prepare students to meet the demands of the texts and tasks they will encounter in future classes. CHAPTERS The nine chapters provide instruction in reading skills necessary for effective reading and study. Students practice adapting and using a variety of strategies to help them fulfill their purpose. Each chapter now begins with an "Idea to Think About" to help students place the topic and the skill in an understandable context before they begin to work. The "At a Glance" chapter outline and the new "Chapter Focus" ask students to look at the chapter as a whole--its main purpose--before they begin to work on the parts. The paragraphs and multiparagraph expository pieces come from texts, magazines, newspapers, and government publications. Text excerpts include American government American history biology business art career exploration computers criminal justice earth science economics English environmental science geography health health occupations history human relations business communications the Internet interpersonal communications meteorology music personal development personal finance psychology social problems sociology speech stress management Each chapter ends with a series of "Chapter Review Questions" and the opportunity for more practice and skill assessment in the "Use Your Strategies" sections. A variety of questions and activities to extend thinking are available in "Reflect and Connect" and "Log On to the Web." The Web exercises direct students to Internet sites appropriate to specific tasks. Although all sites were operational at the time this edition went to press, some may be outdated or changed when you are ready to use them. Themes The four thematic reading units each include a full textbook chapter--Theme 1, Chapter 16 from Government by the People, twentieth edition; Theme 2, Chapter 8 from Business, seventh edition; Theme 3, Chapter 5 from Social Problems, eleventh edition; Theme 4, Chapter 14 from Biology: Science for Life --plus related readings and editorial cartoons on the unifying topic. The book provides an abundant collection of authentic material--more readings than are needed for a quarter or semesterso instructors may select topics and readings to best meet the needs of students. Each theme begins with an introduction to the topic and the readings. Each selection in the theme begins with information about the author, definitions for unusual vocabulary, and a concept or idea for students to think about as they read. Each selection is followed by vocabulary, comprehension, and reflect and connect questions. Some questions require recall of specific information, while others are more process-oriented. Each theme ends with a "Log On to the Web" activity, "Reflect and Connect" questions, and suggestions for "Further Reading" to encourage students to continue reading and thinking about the topic. Because the thematic approach supplies multiple exposures to a topic, it provides a scaffolding of knowledge that allows students to handle more sophisticated material than isolated readings might allow. This approach also encourages a more meaningful and connected understanding of a topic and promotes thinking as students view a topic from several perspectives. NEW TO THE FOURTH EDITION Instructors who used the third edition will find a variety of small modifications and several major changes in the fourth edition. Included in the major changes are the following: A new format and look. This edition has a more inviting and textlike appearance. The use of color throughout the book and reprinting the theme's text chapters in full-color should make students more comfortable with transferring skills to other texts and assignments. Inside the covers. I have: added information inside the covers for two reasons: First, it is important information students can use immediately, and Second, since most college textbooks now include important, general information inside the front cover, this feature helps prepare students for other texts. New chapter elements. Each chapter opens with "An Idea to Think About" to help students place the topic and the skill in an understandable context before they begin to work. In addition, I'm hopeful that this element will help students realize that the chapter-opening features in their other texts--case studies, theoretical scenarios, narratives, anecdotes--are useful. The "Chapter Focus" provides basic research about why the topic is important. To mirror most content texts, heads and subheads are no longer phrased as questions. Please encourage students to rephrase them as part of their preview activity. Expanded practice on most topics with special emphasis on understanding main ideas and implied main ideas. Although it may be impossible to ever provide "enough" main idea exercises, I have expanded both the discussion and practice of this important skill. In addition, students work on the underlying skill of making inferences before asking them to infer a main idea. Chapter readings. More than half of the examples and exercises are new to this edition. There is additional emphasis on reading authentic text materials. In each chapter, new practice and "Use Your Strategies" exercises are picked up directly from content area texts. Factors such as student interests, current affairs, readability level, and writing style influence my selection of readings. Themes. Theme 1, "First Amendment Freedoms," and Theme 4, "Biodiversity," are totally new to this edition and were developed with our students' needs and interests in mind. In Theme 2, "Today's Workplace," and Theme 3, "Violence and Crime," more than half of the readings are new or revised. In addition, all the themes include an editorial cartoon. Excerpted from Building Strategies for College Reading: A Text with Thematic Reader by Jane L. McGrath All rights reserved by the original copyright owners. Excerpts are provided for display purposes only and may not be reproduced, reprinted or distributed without the written permission of the publisher.

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