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| Higher-Level Literacy Skills Needed in Today's World and the World of the Future | |
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| Status of Higher-Level Thinking Proficiency | |
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| Tests Might Mask Abilities | |
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| Discussions with Students | |
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| Analysis of Literacy Programs | |
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| Analysis of Responses | |
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| Demands of Today's Proficiency Tests | |
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| The Nature of Higher-Level Thinking Skills | |
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| Cognitive Dimensions of Reading | |
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| Locate and Recall | |
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| Integrate and Interpret | |
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| Critique and Evaluate | |
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| Other Strategies | |
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| Study Group Questions | |
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| Assessing Higher-Level Skills Development | |
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| Diagnostic Conversations | |
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| Think-Alouds | |
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| Observation | |
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| Using Rubrics | |
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| Monitoring Progress | |
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| Study Group Questions | |
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| General Approaches for Developing Higher-Level Literacy | |
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| Creating a Culture of Understanding | |
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| Developing Higher-Level Talk | |
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| Developing the Language of Thinking | |
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| Using Thinking and Language to Develop Self-Management Skills | |
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| The Role of Read-Alouds and Listening in Building Higher-level Skills | |
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| The Role of Graphic Organizers in Fostering Higher-level Literacy | |
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| Systematic Use of Graphic Organizers | |
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| Using a Coherent System of Graphic Organizers | |
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| Using Graphic Organizers to Foster Discussion and Writing | |
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| Intensive Teaching and Extensive Practice | |
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| Fostering Wide Reading | |
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| Maximizing the Benefit | |
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| Reading to Deepen Understanding | |
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| Building Background Knowledge | |
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| The Critical Role of Content Area Literacy | |
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| Importance of Academic Learning Time | |
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| Metacognition: Thinking about Thinking | |
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| Lessons from Experts | |
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| Differentiating Instruction | |
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| Matching Materials and Instruction with Achievement and Ability | |
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| Study Group Questions | |
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| Using Strategies to Build Higher-Level Literacy Skills | |
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| Reflecting and Sharing | |
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| Approaches to Teaching Reading, Reasoning, and Responding Strategies | |
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| Taking a Deductive Approach | |
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