Multiple Voices, Multiple Texts: Reading in the Secondary Content Areas

Provides grounding in principles and practices of reading, writing, and language development for teachers in multicultural and multilingual classrooms. Material is based on principles of whole language and the interactive classroom and offers a theoretical framework derived from psycholinguistics, sociolinguistics, and social constructivism. Chapters giving practical suggestions for creating student-centered classrooms follow material on theory. For pre- and in-service teachers and teacher educators. Annotation c. by Book News, Inc., Portland, Or.

READE DORNAN teaches English education in the Department of English at Michigan State University. She previously taught high school and has worked extensively with gifted and talented middle school students.LOIS MATZ ROSEN is an associate professor of English at the University of Michigan, Flint, where she is also director of writing programs and codirector of the writing-across-the-curriculum program. A former high school English teacher, she previously served as codirector of the Southeast Michigan Writing Project and director of the Flint Area Writing Project.MARILYN WILSON is an associate professor of English at Michigan State University and is currently the associate chair for undergraduate programs. She is a past president of the Michigan Council of Teachers of English and has taught both middle and high school English.