This title is only available as a loose-leaf version with Pearson eText. A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. This edition of Content Area Reading and Literacy features three full chapters focusing on writing instruction, integrates culture and diversity throughout, and expands or reemphasizes important topics, such as life-long readers and learners beyond the printed text, close and critical reading in discipline-appropriate ways, evidence-based writing, and multimodal texts. 0133846547 / 9780133846546 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText with Loose-Leaf Version -- Access Card Package Package consists of: 0134228340 / 9780134228341 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Pearson eText -- Access Card - 013425645X / 9780134256450 Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms, Loose-Leaf Version How to teach content using a variety of discipline-appropriate literacy practices and strategies. A focus on learning content through discipline-appropriate literacy practices, a strong emphasis on writing, and a current look at the use of media in teaching are hallmarks of the new edition of this widely popular text. Throughout, middle and secondary school teachers get a readable presentation of discipline-appropriate literacy practices and examples and adaptions of selected strategies. Set up to ensure comprehension, the chapters link to the Learning Cycle presented in the beginning of the book, graphic organizers help readers navigate chapter content, and questions, summaries, vignettes, and examples make the concepts clear. Features of this new edition include: The chapter on Studying and Study Strategies has been deleted and most of the content of that chapter has moved to the new chapter on writing to learn. - Expanded treatment of life-long readers and learners beyond the printed text helps students see the importance of college and career readiness (Ch. 12). - An emphasis on close and critical reading in discipline-appropriate ways clarifies the differences in close reading in various disciplines and provides guidance in helping K-12 students become more critical readers (Chs. 6 and 8). - A new emphasis on evidence-based writing helps teachers understand the disciplinary differences in argument structure and function across the curriculum (Chs. 9, 10, and 11). - Increased emphasis on multimodal texts, both consuming and producing them, looks at audience, designing texts, and technological augmentation, being aware of affordances and constraints of multimodal platforms, and the social purposes of multimodal writing (Chs. 6, 9, 10, and 11). Victoria R. Gillis graduated from North Georgia College with a BS degree in Biology and from Emory University with an MAT in Secondary Science Education. She taught middle and high school science courses including life science, chemistry, physics, and physical science in Georgia, Florida, and South Carolina for 20 years. In the early 1970s, she encountered the ideas and concepts in what was known as content area reading and tried them in her classroom. Her success in using principles of active learning drawn from content area reading led her to return to graduate school to complete a PhD at the University of Georgia in 1994. Victoria taught graduate and undergraduate disciplinary literacy courses at Clemson University for 20 years and served as a volunteer in the Reading and Writing for Critical Thinking project in Eastern Europe and Central America at the turn of the century. She is currently Wyoming Excellence in Education Literacy Chair in the College of Education at the University of Wyoming. George L. Boggs graduated from King College with a B.A. in English/Literature and Religion before beginning his career as a teacher and coach in the Pacific Northwest. He taught middle school language arts, Latin, Spanish, and technology before returning to graduate school for a MA in Classics from Durham University in Great Britain. Graduate study in a different educational system in an entirely new field helped clarify a lifelong interest in disciplinary literacies. Returning to high school teaching in Georgia, he sought opportunities to help students make sense of the specialized ways of thinking that define school content areas, first, but also