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Preface | |
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Content Literacy and the Reading Process | |
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Assumptions Underlying Content Teaching | |
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Subject Matter | |
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Role of the Textbook | |
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Active and Independent Readers | |
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Fluent Readers | |
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Fluency with Information Technology | |
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What It Means To Be Literate | |
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Literate Thinking | |
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Content Literacy | |
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Disciplinary Literacy | |
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The New Literacy Studies | |
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The Reading Process | |
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A Cognitive View | |
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A Social Constructionist Perspective | |
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The Role of Motivation | |
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Summary | |
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Suggested Readings | |
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Language, Diversity, and Culture | |
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Language as a Vehicle for Teaching and Learning Content | |
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Seeing Language as Social Practice | |
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Dealing with Gendered Language in the Classroom and the Text | |
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Diversity in Language and Learning | |
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Second-Language Acquisition and Learning | |
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Dialect Differences | |
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Struggling or Reluctant Readers | |
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Gifted and Talented Learners | |
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Teaching and Learning in Culturally Diverse Classrooms | |
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Today's Globalizing Influences | |
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Supporting Literacy among Adolescent ELLs | |
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Integrating Language, Culture, and Content | |
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Culturally Responsive Professional Growth | |
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Appreciating Diversity | |
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Involving Parents and Community | |
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Linking School and Home | |
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Summary | |
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Suggested Readings | |
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Creating a Favorable Learning Environment | |
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Affective Characteristics | |
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Linking Content Literacy with Students' Lives | |
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Adaptive Instruction | |
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Providing Choices | |
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Forms of Grouping | |
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Ability Grouping | |
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Cooperative/Collaborative Learning | |
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Cross-Age Tutoring | |
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Discussion Groups | |
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Reading and Writing Workshops | |
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Creating Community with Technology and Multimedia | |
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Technology | |
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Multimedia | |
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Assistive Technology | |
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Conflict Resolution | |
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What the Research Says | |
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Strategies for Managing Conflict | |
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Summary | |
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Suggested Readings | |
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Planning for Content Literacy | |
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Instructional Decision Making | |
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Essential Questions and Content Objectives | |
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Language and Literacy Objectives | |
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Learning Materials | |
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Student Capabilities and Needs | |
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Evaluation and Assessment | |
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Planning and Educational Technology | |
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Teaching Resources on the Web | |
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Planning Student Involvement with the Internet | |
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Planning for New Literacies | |
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Structured Frameworks for Content Literacy Lessons | |
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The Learning Cycle | |
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Reciprocal Teaching | |
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Beyond the Daily Plan | |
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Unit Planning | |
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Interdisciplinary Teaching | |
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Thematic Teaching | |
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Summary | |
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Suggested Readings | |
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Assessment of Students and Textbooks | |
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Assessing Students | |
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Tests and Testing: A Consumer Advisory | |
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Types of Assessment | |
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Purposes of Assessment | |
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Assessment for Learning | |
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Assessment of Learning | |
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Assessment as Learning | |
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Assessing Textbooks | |
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Readability Formulas | |
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Consumer Judgments (or Don't Judge a Book by Its Cover) | |
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Summary | |
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Suggested Readings | |
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Preparing to Read | |
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The Role of Prior Knowledge | |
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Hurdles to New Learning | |
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The Teacher's Task | |
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Assessing and Building Prior Knowledge | |
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The List-Group-Label Strategy | |
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Graphic Organizers | |
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Reading and Listening | |
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Writing | |
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Activating Prior Knowledge with Prereading Strategies | |
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Anticipation Guides | |
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Problem-Solving Activities | |
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K-W-L | |
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Summary | |
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Suggested Readings | |
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Reading to Learn | |
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Constructing Meaning with Text | |
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Disciplinary Differences in Constructing Meaning | |
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Discipline-Specific Literacy Strategies | |
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Helping Students Comprehend | |
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Teaching Students to Be Strategic | |
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Making Text Comprehensible | |
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The Role of Fluency in Comprehension | |
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Questions and Questioning | |
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When to Ask: The Right Time and the Right Place | |
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What to Ask: The Relation between Questions and Answers | |
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How to Ask: Questioning Strategies | |
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Comprehension Guides | |
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Three-Level Guides | |
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Selective Reading Guides | |
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Interactive Reading Guides | |
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Sensing and Responding to Text Structure | |
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Common Text Structures | |
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Teaching about Text Structures | |
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Comprehending Online Texts | |
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Summary | |
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Suggested Readings | |
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Increasing Vocabulary and Conceptual Growth | |
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Learning Words and Concepts | |
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How Students Learn Vocabulary | |
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Word-Learning Tasks | |
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Levels of Word Knowledge | |
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Types of Vocabulary | |
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Discipline-Specific Vocabulary Characteristics | |
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Readers' Resources for Learning New Words | |
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Teaching Vocabulary: Preactive Phase | |
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Criteria for Selecting Vocabulary | |
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Guidelines for Vocabulary Instruction | |
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Strategies for Introducing and Teaching Vocabulary | |
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Developing Students' Independence: Interactive Phase | |
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Using Context Clues | |
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Using Familiar Word Parts | |
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Using Dictionaries | |
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Vocabulary Self-Collection | |
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Intensive Approaches for Struggling Readers and English Language Learners | |
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Reinforcing Vocabulary: Reflective Phase | |
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Literal Level: | |
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Matching Activities, Puzzles, and Games | |
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Interpretive Level: Categorizing Activities | |
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Analogies | |
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Concept Circles | |
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Application Level: Using Vocabulary in writing | |
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Summary | |
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Suggested Readings | |
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Reflecting on Reading | |
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Engaging Students through Discussion | |
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Small-Group Discussions | |
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Peer-Led Literature/Learning Circles | |
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Guiding Student Reflection | |
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Reaction Guides | |
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Reading for Different Purposes | |
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Discussion Webs | |
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Intra-Act Procedure | |
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General Discussion Techniques | |
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Promoting Critical Literacy | |
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Teaching Literacy for Critical Awareness | |
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Incorporating Critical Media Literacy into the Curriculum | |
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Summary | |
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Suggested Readings | |
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Writing across the Curriculum | |
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What Content Teachers Need to Know about Writing | |
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Writing and Reading | |
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The Writing Process | |
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Social Construction of Writing | |
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Writing and the Computer | |
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Writing Activities for Content Areas | |
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Writing Assignments | |
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Learning Logs and Journals | |
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Other Informal Writing Activities | |
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Reviewing and Summarizing | |
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Guiding Student Writing | |
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Writing to Inquire | |
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Preparing for Student Inquiry | |
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Collecting and Organizing Information | |
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Writing a Report | |
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Alternatives to the Traditional Research Report | |
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Responding to Student Writing | |
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Peer Responses | |
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Teacher Conferences | |
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Formal Evaluation | |
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Summary | |
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Suggesting Readings | |
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Studying and Study Strategies | |
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Prerequisites for Effective Studying | |
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Motivation | |
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Teachers' Expectations | |
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Knowledge of the Criterion Task | |
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Domain Knowledge | |
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Accessing Information | |
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Information Literacy and Library Skills | |
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Website Evaluation | |
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Preparing for Tests | |
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Objective Tests | |
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Subjective Tests | |
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Role of Homework | |
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Using Study Strategies | |
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Task Awareness with SQ3R | |
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Strategy Awareness | |
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Performance Awareness | |
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Note-Making Strategies | |
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Compare/Contrast Study Matrix | |
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Internet Search Strategies | |
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Summary | |
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Suggesting Readings | |
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Developing Lifetime Readers: Literature in Content Area Classes | |
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Reading among Adolescents | |
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Who's Reading What? | |
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Reading in the Digital Age | |
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Using Literature in the Content Areas | |
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Benefits of Using Literature | |
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Encouraging Responses to Literature | |
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Integrating Literature into Content Areas | |
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Uses of Literature in Content Areas | |
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Fiction and Nonfiction for Content Areas | |
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Developing Awareness of Diversity through Literature | |
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Advantages of Using Multicultural Literature | |
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Resistance to Multicultural Literature | |
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Choosing and Using Multicultural Literature | |
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Summary | |
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Suggesting Readings | |
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Word Lover's Booklist | |
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Read-Aloud Books for Content Areas | |
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Trade Books for Science, Math, and Social Studies | |
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Culturally Conscious Trade Books | |
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Standards for the Content Areas Web Ready/At a Glance | |
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References | |
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Name Index | |
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Subject Index | |