Content Literacy: An Inquiry-Based Case Approach

This casebook offers middle and secondary school teachers an appealing framework for "observing" how practicing teachers address the need to teach students in Grades 6-12 content literacy (the ability to learn effectively through reading, writing, and discussion) along with content itself. Through engaging personal narratives, seven content-area teachers from various grades explain how they use reading, writing, and oral language instruction to meet the needs of students in a variety of subject-area classes. Each case is accompanied by a thought-provoking question and a description of the content literacy strategy it addresses; and bolstered by photographs, samples of students' work, and/or teachers' interviews. The final chapter explores ways to observe teachers and compare observations using knowledge gleaned from this volume.

This casebook offers middle and secondary school teachers an appealing framework for "observing" how practicing teachers address the need to teach students in Grades 6-12 content literacy (the ability to learn effectively through reading, writing, and discussion) along with content itself. Through engaging personal narratives, seven content-area teachers from various grades explain how they use reading, writing, and oral language instruction to meet the needs of students in a variety of subject-area classes. Each case is accompanied by a thought-provoking question and a description of the content literacy strategy it addresses; and bolstered by photographs, samples of students' work, and/or teachers' interviews. The final chapter explores ways to observe teachers and compare observations using knowledge gleaned from this volume.

Elizabeth Sturtevant is an associate professor at George Mason University in Fairfax, Virginia, where she teaches courses in literacy education and serves as co-coordinator of the Literacy Program Area. Previously a high school reading specialist, middle school social studies teacher, and community college developmental education instructor, Betty earned her Ph.D. from Kent State University. She currently is an editor of the Journal of Literacy Research and was a co-editor of the College Reading Association Yearbook for 8 years. She also is co-chair of the International Reading Association's Commission on Adolescent Literacy. Betty has conducted research on adolescent literacy and teacher development. She has published numerous book chapters and articles in journals including Reading Research and Instruction, the Journal of Literacy Research, the NASSP Bulletin, the Journal of Educational Research, the National Reading Conference Yearbook, and the College Reading Association Yearbook.

Wayne Linek is a professor at Texas A&M University-Commerce, where he teaches courses in content area literacy and research design; he also serves as coordinator of the Supervision, Curriculum, and Instruction Doctoral Program. Previously an elementary teacher, middle school teacher, reading specialist, and administrator, Wayne earned his Ph.D. from Kent State University. He currently is an editor of the Journal of Literacy Research and serves as president of the College Reading Association. He also was a co-editor of the College Reading Association Yearbook for 8 years. Wayne has conducted research on teacher education and literacy. He has published numerous book chapters and articles in journals such as Reading Research and Instruction, Language Arts, the Journal of Educational Research, Reading Horizons, the National Reading Conference Yearbook, and the College Reading Association Yearbook.