Holdings: Teaching content reading and writing

Teaching content reading and writing:

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Bibliographic Details
Main Author:	Ruddell, Martha Rapp (Author)
Format:	Book
Language:	English
Published:	Hoboken, NJ Wiley 2008
Edition:	5. ed.
Subjects:	Content area reading > United States Language arts > Correlation with content subjects > United States Literacy > United States Schreibunterricht Leseunterricht Sekundarstufe Fachunterricht USA
Online Access:	Table of contents only Contributor biographical information Publisher description Inhaltsverzeichnis
Item Description:	Includes bibliographical references and index
Physical Description:	XIX, 494 S.
ISBN:	9780470084045

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adam_text	CONTENTS CHAPTER í; Literacy in Middle und Secondai) Schools 2 Adolescent Literacy 6 Discourses 6 Tracking and Detracking 7 The Kids Can Read 7 Adolescents and Literacies in New Times 8 The Millennials 9 Linguistic Diversity 10 Responding to Students Learning and Literacy Needs 11 Middle and Secondary Literacy Instruction in Perspective 12 The 1930s 13 The 1940s 13 The 1950s 13 The 1960s 13 The 1970s 14 The 1980s 14 The 1990s 15 2000 and Beyond 16 The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy 16 Plan of This Book 18 What This Chapter Means to You 19 CHAPTER 2 . Literacy and Language Processes: Thinking, Reading, and Writing in Fir« and Second Languages 24 Theory and Practice 26 Cognitive Theory 27 Cognition 27 Cognitive Processing, Concept Formation, and Learning 29 Intertextuality 30 The Relationship Between Thinking and Reading 30 The Reading Process 31 Contents Information Available in Text 34 Monitoring the Reading Process 37 The Relationships Among Thinking, Reading, and Writing 37 The Writing Process 31 Monitoring the Writing Process 40 Second-Language Acquisition and Literacy 41 Krasheďs Second-Language Acquisition Theory 41 Ctimmins s Cognitive and Language Context Theory 43 Implications for Learning and Teaching 45 What This Chapter Means to You 47 CHAPTER 3: Evaluating Instructional Materials 52 Text and Textbook Issues 55 Comparing Trade Text and Textbook Text 56 Resolving the Issues 57 Traditional Instruments for Evaluation of Classroom Texts 57 Readability of Text 58 Two Readability Formulas 60 Reader-Text Interactions 64 Alternative Approaches for Evaluating Classroom Texts 69 The Readability Checklist 69 The Friendly Text Evaluation Scale 72 The Carter G. Woodson Book Award Checklist 72 Summary of Alternative Approaches for Evaluating Text 75 Making the Text Evaluation and Selection Process Successful 77 Evaluation of Electronic and Software Texts 79 Evaluating Internet Texts 80 Evaluating Software 81 Some Final Words About Evaluation of Instructional Texts 83 What This Chapter Means to You 83 CHAFFER 4: Comprehension Instruction in Content Areas 88 Part I: The Comprehension Process and Comprehension Instruction 90 Centerpiece Lesson Plan 91 The Comprehension Process 94 Guided Comprehension 96 The Directed Reading-Thinking Activity (DR-TA) 96 Critical Literacy and Guided Comprehension 113 The Group Mapping Activity (GMA) 115 Contents Part II: Comprehension Levels, Teacher Questions, and Comprehension Instruction 122 Levels of Comprehension 122 Teacher Questions 123 Teacher Questions and Guided Comprehension 124 The Directed Reading Activity (DRA) 1 24 ReQuest 134 Some Concluding Thoughts on Comprehension 141 What This Chapter Means to You 142 CHAPTER 5: Vocabulary- Learning in Content Areas 146 Centerpiece Lesson Plan 149 Effective Content Vocabulary Instruction 153 Purposes for Content Vocabulary Instruction 154 Confounding the Purposes for Content Vocabulary Instruction 155 Content Vocabulary Instruction: Removing Barriers to Comprehension 155 Prereading Instruction: Direct Vocabulary Teaching 156 Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference) 160 Content Vocabulary Instruction: Long-Term Acquistion and Development 171 Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS) 171 Postreading Instruction: Follow-Up Activities That Extend VSS 176 Benefits of Using VSS 182 What This Chapter Means to You 185 CHAPTER 6: Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings 192 Bilingual/Bicultural and Non- English-Speaking Students 195 Bilingual Students and Programs 197 Appropriate Placement in Programs for Bilingual Students 199 Academic Success and Bilingual/Bicultural Students 201 Centerpiece Lesson Plan 202 Implications for Instruction 206 Instruction for Bilingual/Bicultural Students 206 Making the Curriculum Accessible for Bilingual Learners 208 Sheltered Instruction (SI) 209 Assessment 221 Other Issues 225 Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms 226 What This Chapter Means to You 227 Contents CHAPTER 7: Reading Across the Curriculum 232 Centerpiece Lesson Plan 236 Content Reading Needs of Middle School and Secondary Students 239 Engaging Student Interest 239 Learning From Text 241 Guiding Students Before, During, and After Reading (Into, Through, and Beyond) 243 Think, Predict, Read, Connect (TPRC), GMA, and VSS 243 WebQuests 253 K-W-L Plus 255 Predict-Locate-Add-Note (PLAN) 258 Three-Level Reading Guides 260 Anticipation Guides 261 Guiding Students Before and During Reading (Into and Through) 268 The Prereading Plan (PREP) 268 Questioning the Author (QTA) 268 Guiding Students During and After Reading (Through and Beyond) 270 Reading Response Groups 270 Read, Encode, Annotate, Ponder (REAP) and iREAP 273 Issues Related to Technology Use in Classrooms 275 Study Skills and Content Area Reading 276 Survey, Question, Read, Recite, Review (SQ3R) 277 Survey, Question, Predict, Read, Respond, Summarize (SQP2RS) 278 Underlining and Notetaking 278 Concluding Thoughts About Reading Across the Curriculum 279 What This Chapter Means to You 280 CHAPTER 8: Writing Across the Curriculum 286 Centerpiece Lesson Plan 289 Writing in Subject Area Classrooms 292 Traditional Writing Instruction 292 New Viewpoints About Writing 293 Writing Process 295 Instruction That Guides Students Before, During, and After Writing 297 Writing Workshop 297 Writing Workshop Applied in Content Classrooms 298 Instruction That Guides Students Before and During Writing 301 Role/Aiidience/Format/Topic (Ł4FT) 301 Learning Logs and Double Entry Journals 304 Contents Instruction That Guides Students Before Writing 307 Beginning Researchers 307 Web Sites and E-mail 310 Writing from Maps 311 Journals 313 Quick Writes 316 A Few Final Words About Writing Across the Curriculum 317 What This Chapter Means to You 317 CHAPTER 9; Assessment of Student Progress in Subject Area Renditi!, and Writing 322 Overview of Evaluation and Assessment 326 Assessment Concepts and Terms 326 Assessment Today and in the Future 330 Standards and Assessmen t 331 Literacy Assessment in Content Areas 333 Principles of Assessment 334 Formal Assessment 337 Testing Instruments 341 Test Scores 342 Interpretation of Tests 344 Informal and Authentic Assessment of Subject Area Reading and Writing 345 Traditional Informal Assessment 34$ Performance Assessment 345 Observation as an Assessment Tool 341 The Developmental Inventory 348 Interviews and Student Self-Reports 356 Portfolio Assessment 357 A Final Word About Assessment 363 What This Chapter Means to You 363 CHAPTER 10: Diversity in the Classroom: Meeting the Needs of All Students 368 Centerpiece Lesson Plan 371 The Difference Model as a Means for Viewing Diversity 3 74 The Defect and Disruption Models 375 The Deficit Model 376 The Difference Model 377 At-Risk Students, The Difference Model, and Diversity 378 Marginalized Learners 379 Instruction for Marginalized Students 381 Classrooms for High and Low Achievers 382 Contents Instruction in Subject Area Classes for Marginalized Readers and Writers 383 ReQuest 384 Question-Answer Relationships (QAR) 385 ReQAR 388 The Vocabulary Self-Collection Strategy (VSS) 390 Gradual Release Writing Instruction 390 The Cone of Experience 393 Final Words About Marginalized Learners 391 Students with Special Needs 397 Giftedness, Gender, and Other Differences 398 Gifted Students 399 Gender Differences 400 Other Differences 402 Creating Learning Classrooms for Preadolescent and Adolescent Students 402 Expectations 403 Consistency 403 Short Memory 404 The Difference Model Revisited 405 What This Chapter Means to You 405 CHAPTER 11: Content Learning, Collaboration, and Literacy 410 Current Approaches to Content Learning 413 Centerpeice Lesson Plan 414 Cooperative Learning and Collaborative Learning 417 Characteristics of Cooperative/Collaborative Learning 417 Collaborative Learning, Language, and Literacy 419 Concept-Oriented Reading Instruction (CORI) 420 Collaborative Learning Activities to Promote Literacy and Content Learning 422 Project-Based Learning 422 Internet Inquiry 426 The Group Reading Activity (GRA) 430 Group Investigation 432 Other Cooperative/Collaborative Learning Activities 432 Jigsaw Grouping 432 Creative Thinking-Reading Activities (CT-RAs) 437 Ask Something 439 Ambiguity, Risk, and Collaborative Learning 440 Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work 442 Contents Prerequisites to Grouping for Collaborative Learning 442 Introducing Collaborative Learning Groups 443 Establishing Roles for Individuals in Collaborative Learning Groups 444 Guiding Collaborative Learning Groups 446 Project Management 447 Evaluating and Grading Cooperative/Collaborative Group Work 448 Some Final Words on Content Learning, Collaboration, and Literacy 451 What This Chapter Means to You 452 CHAPTER 12: Developing Lifelong Readers and Writers 458 Opening Doors 461 Teachers Who Open Doors 462 Opening Doors to Lifelong Literacy 462 Finding Out About Readers and Writers 464 Questionnaires 465 Talking to and Observing Students 466 Becoming Familiar with Good Books for Preadolescent and Adolescent Readers 468 Classroom Climates for Literacy 469 Reading with Students Sustained Silent Reading (SSR) 469 Reading to Students 471 Writing with Students 472 Writing to Students 472 Using Literature in Content Classes 473 Resources for Developing Lifelong Readers and Writers 474 Resources for Independent Reading — Finding Good Books 414 Resources for Independent Writing — Getting Good Ideas 476 Some Concluding Thoughts About Developing Lifelong Readers and Writers 478 What This Chapter Means to You 478 Index 481
adam_txt	CONTENTS CHAPTER í; Literacy in Middle und Secondai) Schools 2 Adolescent Literacy 6 Discourses 6 Tracking and Detracking 7 The Kids Can Read 7 Adolescents and Literacies in New Times 8 The Millennials 9 Linguistic Diversity 10 Responding to Students' Learning and Literacy Needs 11 Middle and Secondary Literacy Instruction in Perspective 12 The 1930s 13 The 1940s 13 The 1950s 13 The 1960s 13 The 1970s 14 The 1980s 14 The 1990s 15 2000 and Beyond 16 The Role of Middle/Secondary Schools and Teachers in Adolescent Literacy 16 Plan of This Book 18 What This Chapter Means to You 19 CHAPTER 2'. Literacy and Language Processes: Thinking, Reading, and Writing in Fir« and Second Languages 24 Theory and Practice 26 Cognitive Theory 27 Cognition 27 Cognitive Processing, Concept Formation, and Learning 29 Intertextuality 30 The Relationship Between Thinking and Reading 30 The Reading Process 31 Contents Information Available in Text 34 Monitoring the Reading Process 37 The Relationships Among Thinking, Reading, and Writing 37 The Writing Process 31 Monitoring the Writing Process 40 Second-Language Acquisition and Literacy 41 Krasheďs Second-Language Acquisition Theory 41 Ctimmins's Cognitive and Language Context Theory 43 Implications for Learning and Teaching 45 What This Chapter Means to You 47 CHAPTER 3: Evaluating Instructional Materials 52 Text and Textbook Issues 55 Comparing Trade Text and Textbook Text 56 Resolving the Issues 57 Traditional Instruments for Evaluation of Classroom Texts 57 Readability of Text 58 Two Readability Formulas 60 Reader-Text Interactions 64 Alternative Approaches for Evaluating Classroom Texts 69 The Readability Checklist 69 The Friendly Text Evaluation Scale 72 The Carter G. Woodson Book Award Checklist 72 Summary of Alternative Approaches for Evaluating Text 75 Making the Text Evaluation and Selection Process Successful 77 Evaluation of Electronic and Software Texts 79 Evaluating Internet Texts 80 Evaluating Software 81 Some Final Words About Evaluation of Instructional Texts 83 What This Chapter Means to You 83 CHAFFER 4: Comprehension Instruction in Content Areas 88 Part I: The Comprehension Process and Comprehension Instruction 90 Centerpiece Lesson Plan 91 The Comprehension Process 94 Guided Comprehension 96 The Directed Reading-Thinking Activity (DR-TA) 96 Critical Literacy and Guided Comprehension 113 The Group Mapping Activity (GMA) 115 Contents Part II: Comprehension Levels, Teacher Questions, and Comprehension Instruction 122 Levels of Comprehension 122 Teacher Questions 123 Teacher Questions and Guided Comprehension 124 The Directed Reading Activity (DRA) 1 24 ReQuest 134 Some Concluding Thoughts on Comprehension 141 What This Chapter Means to You 142 CHAPTER 5: Vocabulary- Learning in Content Areas 146 Centerpiece Lesson Plan 149 Effective Content Vocabulary Instruction 153 Purposes for Content Vocabulary Instruction 154 Confounding the Purposes for Content Vocabulary Instruction 155 Content Vocabulary Instruction: Removing Barriers to Comprehension 155 Prereading Instruction: Direct Vocabulary Teaching 156 Prereading Instructions: Developing a Functional System for Learning New Words (CSSR-Context, Structure, Sound, Reference) 160 Content Vocabulary Instruction: Long-Term Acquistion and Development 171 Postreading Instruction: The Vocabulary Self-Collection Strategy (VSS) 171 Postreading Instruction: Follow-Up Activities That Extend VSS 176 Benefits of Using VSS 182 What This Chapter Means to You 185 CHAPTER 6: Teaching Bilingual/Bicultural Students in Multilingual/ Multicultural Settings 192 Bilingual/Bicultural and Non- English-Speaking Students 195 Bilingual Students and Programs 197 Appropriate Placement in Programs for Bilingual Students 199 Academic Success and Bilingual/Bicultural Students 201 Centerpiece Lesson Plan 202 Implications for Instruction 206 Instruction for Bilingual/Bicultural Students 206 Making the Curriculum Accessible for Bilingual Learners 208 Sheltered Instruction (SI) 209 Assessment 221 Other Issues 225 Some Final Words about Teaching Bilingual/Bicultural Learners in Multilingual/Multicultural Classrooms 226 What This Chapter Means to You 227 Contents CHAPTER 7: Reading Across the Curriculum 232 Centerpiece Lesson Plan 236 Content Reading Needs of Middle School and Secondary Students 239 Engaging Student Interest 239 Learning From Text 241 Guiding Students Before, During, and After Reading (Into, Through, and Beyond) 243 Think, Predict, Read, Connect (TPRC), GMA, and VSS 243 WebQuests 253 K-W-L Plus 255 Predict-Locate-Add-Note (PLAN) 258 Three-Level Reading Guides 260 Anticipation Guides 261 Guiding Students Before and During Reading (Into and Through) 268 The Prereading Plan (PREP) 268 Questioning the Author (QTA) 268 Guiding Students During and After Reading (Through and Beyond) 270 Reading Response Groups 270 Read, Encode, Annotate, Ponder (REAP) and iREAP 273 Issues Related to Technology Use in Classrooms 275 Study Skills and Content Area Reading 276 Survey, Question, Read, Recite, Review (SQ3R) 277 Survey, Question, Predict, Read, Respond, Summarize (SQP2RS) 278 Underlining and Notetaking 278 Concluding Thoughts About Reading Across the Curriculum 279 What This Chapter Means to You 280 CHAPTER 8: Writing Across the Curriculum 286 Centerpiece Lesson Plan 289 Writing in Subject Area Classrooms 292 Traditional Writing Instruction 292 New Viewpoints About Writing 293 Writing Process 295 Instruction That Guides Students Before, During, and After Writing 297 Writing Workshop 297 Writing Workshop Applied in Content Classrooms 298 Instruction That Guides Students Before and During Writing 301 Role/Aiidience/Format/Topic (Ł4FT) 301 Learning Logs and Double Entry Journals 304 Contents Instruction That Guides Students Before Writing 307 Beginning Researchers 307 Web Sites and E-mail 310 Writing from Maps 311 Journals 313 Quick Writes 316 A Few Final Words About Writing Across the Curriculum 317 What This Chapter Means to You 317 CHAPTER 9; Assessment of Student Progress in Subject Area Renditi!, and Writing 322 Overview of Evaluation and Assessment 326 Assessment Concepts and Terms 326 Assessment Today and in the Future 330 Standards and Assessmen t 331 Literacy Assessment in Content Areas 333 Principles of Assessment 334 Formal Assessment 337 Testing Instruments 341 Test Scores 342 Interpretation of Tests 344 Informal and Authentic Assessment of Subject Area Reading and Writing 345 Traditional Informal Assessment 34$ Performance Assessment 345 Observation as an Assessment Tool 341 The Developmental Inventory 348 Interviews and Student Self-Reports 356 Portfolio Assessment 357 A Final Word About Assessment 363 What This Chapter Means to You 363 CHAPTER 10: Diversity in the Classroom: Meeting the Needs of All Students 368 Centerpiece Lesson Plan 371 The Difference Model as a Means for Viewing Diversity 3 74 The Defect and Disruption Models 375 The Deficit Model 376 The Difference Model 377 At-Risk Students, The Difference Model, and Diversity 378 Marginalized Learners 379 Instruction for Marginalized Students 381 Classrooms for High and Low Achievers 382 Contents Instruction in Subject Area Classes for Marginalized Readers and Writers 383 ReQuest 384 Question-Answer Relationships (QAR) 385 ReQAR 388 The Vocabulary Self-Collection Strategy (VSS) 390 Gradual Release Writing Instruction 390 The Cone of Experience 393 Final Words About Marginalized Learners 391 Students with Special Needs 397 Giftedness, Gender, and Other Differences 398 Gifted Students 399 Gender Differences 400 Other Differences 402 Creating Learning Classrooms for Preadolescent and Adolescent Students 402 Expectations 403 Consistency 403 Short Memory 404 The Difference Model Revisited 405 What This Chapter Means to You 405 CHAPTER 11: Content Learning, Collaboration, and Literacy 410 Current Approaches to Content Learning 413 Centerpeice Lesson Plan 414 Cooperative Learning and Collaborative Learning 417 Characteristics of Cooperative/Collaborative Learning 417 Collaborative Learning, Language, and Literacy 419 Concept-Oriented Reading Instruction (CORI) 420 Collaborative Learning Activities to Promote Literacy and Content Learning 422 Project-Based Learning 422 Internet Inquiry 426 The Group Reading Activity (GRA) 430 Group Investigation 432 Other Cooperative/Collaborative Learning Activities 432 Jigsaw Grouping 432 Creative Thinking-Reading Activities (CT-RAs) 437 Ask Something 439 Ambiguity, Risk, and Collaborative Learning 440 Procedures for Implementing, Guiding, and Evaluating Collaborative Group Work 442 Contents Prerequisites to Grouping for Collaborative Learning 442 Introducing Collaborative Learning Groups 443 Establishing Roles for Individuals in Collaborative Learning Groups 444 Guiding Collaborative Learning Groups 446 Project Management 447 Evaluating and Grading Cooperative/Collaborative Group Work 448 Some Final Words on Content Learning, Collaboration, and Literacy 451 What This Chapter Means to You 452 CHAPTER 12: Developing Lifelong Readers and Writers 458 Opening Doors 461 Teachers Who Open Doors 462 Opening Doors to Lifelong Literacy 462 Finding Out About Readers and Writers 464 Questionnaires 465 Talking to and Observing Students 466 Becoming Familiar with Good Books for Preadolescent and Adolescent Readers 468 Classroom Climates for Literacy 469 Reading with Students Sustained Silent Reading (SSR) 469 Reading to Students 471 Writing with Students 472 Writing to Students 472 Using Literature in Content Classes 473 Resources for Developing Lifelong Readers and Writers 474 Resources for Independent Reading — Finding Good Books 414 Resources for Independent Writing — Getting Good Ideas 476 Some Concluding Thoughts About Developing Lifelong Readers and Writers 478 What This Chapter Means to You 478 Index 481
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geographic	USA USA (DE-588)4078704-7 gnd
geographic_facet	USA
id	DE-604.BV023273942
illustrated	Not Illustrated
index_date	2024-07-02T20:37:06Z
indexdate	2024-07-09T21:14:42Z
institution	BVB
isbn	9780470084045
language	English
lccn	2007008072
oai_aleph_id	oai:aleph.bib-bvb.de:BVB01-016458891
oclc_num	86172834
open_access_boolean
owner	DE-355 DE-BY-UBR
owner_facet	DE-355 DE-BY-UBR
physical	XIX, 494 S.
publishDate	2008
publishDateSearch	2008
publishDateSort	2008
publisher	Wiley
record_format	marc
spelling	Ruddell, Martha Rapp Verfasser aut Teaching content reading and writing Martha Rapp Ruddell 5. ed. Hoboken, NJ Wiley 2008 XIX, 494 S. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Content area reading United States Language arts Correlation with content subjects United States Literacy United States Schreibunterricht (DE-588)4053284-7 gnd rswk-swf Leseunterricht (DE-588)4035448-9 gnd rswk-swf Sekundarstufe (DE-588)4077347-4 gnd rswk-swf Fachunterricht (DE-588)4016217-5 gnd rswk-swf USA USA (DE-588)4078704-7 gnd rswk-swf Schreibunterricht (DE-588)4053284-7 s DE-604 USA (DE-588)4078704-7 g Leseunterricht (DE-588)4035448-9 s Fachunterricht (DE-588)4016217-5 s Sekundarstufe (DE-588)4077347-4 s 1\p DE-604 http://www.loc.gov/catdir/toc/ecip0713/2007008072.html Table of contents only http://www.loc.gov/catdir/enhancements/fy0814/2007008072-b.html Contributor biographical information http://www.loc.gov/catdir/enhancements/fy0814/2007008072-d.html Publisher description Digitalisierung UB Regensburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016458891&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk
spellingShingle	Ruddell, Martha Rapp Teaching content reading and writing Content area reading United States Language arts Correlation with content subjects United States Literacy United States Schreibunterricht (DE-588)4053284-7 gnd Leseunterricht (DE-588)4035448-9 gnd Sekundarstufe (DE-588)4077347-4 gnd Fachunterricht (DE-588)4016217-5 gnd
subject_GND	(DE-588)4053284-7 (DE-588)4035448-9 (DE-588)4077347-4 (DE-588)4016217-5 (DE-588)4078704-7
title	Teaching content reading and writing
title_auth	Teaching content reading and writing
title_exact_search	Teaching content reading and writing
title_exact_search_txtP	Teaching content reading and writing
title_full	Teaching content reading and writing Martha Rapp Ruddell
title_fullStr	Teaching content reading and writing Martha Rapp Ruddell
title_full_unstemmed	Teaching content reading and writing Martha Rapp Ruddell
title_short	Teaching content reading and writing
title_sort	teaching content reading and writing
topic	Content area reading United States Language arts Correlation with content subjects United States Literacy United States Schreibunterricht (DE-588)4053284-7 gnd Leseunterricht (DE-588)4035448-9 gnd Sekundarstufe (DE-588)4077347-4 gnd Fachunterricht (DE-588)4016217-5 gnd
topic_facet	Content area reading United States Language arts Correlation with content subjects United States Literacy United States Schreibunterricht Leseunterricht Sekundarstufe Fachunterricht USA
url	http://www.loc.gov/catdir/toc/ecip0713/2007008072.html http://www.loc.gov/catdir/enhancements/fy0814/2007008072-b.html http://www.loc.gov/catdir/enhancements/fy0814/2007008072-d.html http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=016458891&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA
work_keys_str_mv	AT ruddellmartharapp teachingcontentreadingandwriting

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