Reading to Learn in Secondary Classrooms: Increasing Comprehension and Understanding

'This text helps the reader understand that students do not just learn to read in the primary grades. Students must continue to grow and become more sophisticated readers if we expect them to master varied content information and concepts. The strategies in this book provide a framework to support content area teachers as they strive to engage students and increase content literacy as well as content mastery' - Crystal Leu, Director of Curriculum, Lakeland School Corporation, LaGrange, IN Although reading is an essential skill for learning in any discipline, many students in today's secondary classrooms find reading tasks difficult and often fail to complete those assignments. Now this proven, step-by-step instructional model shows secondary teachers how to help students boost their reading comprehension, acquire knowledge through their reading, and process the information that they've learned. Providing numerous classroom examples, the authors show teachers how to use research-based, high-effect strategies before, during, and after reading to increase student learning in various content and subject areas. Teachers learn how to help students: - Prepare for learning and anticipate reading assignments through pre-lesson strategies such as previewing the text, activating prior knowledge, and developing questions - Remain focused and engaged during reading assignments through strategies such as reciprocal teaching, jigsaw, and think-alouds - Process and internalize newly learned information using strategies such as graphic organizers and summaries Easy to implement, this method helps secondary teachers improve students' content learning and reading ability at the same time! Daniel M. Perna is an educational consultant concentrating on school improvement and achievement. His work focuses on implementing high standards in classrooms, helping teachers develop strategies to increase student comprehension, and designing goal-oriented leadership for schools. Perna has over 30 years of experience in public education. He has been an English teacher, basketball coach, athletic director, high school principal, and assistant superintendent. He currently serves as an adjunct teacher in graduate education for Wilkes University and as an advisor to doctoral students in educational leadership at NOVA Southeastern University. Perna has received the Pennsylvania Association of Supervision and Curriculum Directors award for research and publications. He has presented professional development workshops, keynote addresses, and conference presentations in both the United States and Canada. He is noted for his motivational approach to developing a passion for success in the school and classroom. He was granted a master's in educational administration from McDaniel College and a doctorate from NOVA Southeastern University.