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| Preface | |
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| Teaching and Learning Through Text | |
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| The Importance of Literacy in Content Areas | |
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| Objectives | |
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| The Meaning of Literacy | |
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| Four Aspects of Literacy | |
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| The Implications of Content Literacy | |
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| Teacher Resistance to Content Literacy | |
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| Seeing Yourself as a Teacher | |
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| Summary | |
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| Getting Involved | |
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| Literacy Processes | |
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| Objectives | |
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| Reading and Writing as Language Processes | |
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| The Reading Process | |
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| The Writing Process | |
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| Making Sense Out of Content | |
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| Summary | |
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| Getting Involved | |
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| Getting to Know Your Students, Your Materials, and Your Teaching | |
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| Objectives | |
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| Three Dimensions of Classroom Assessment | |
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| What Is Reading Ability? | |
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| Levels of Reading Ability | |
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| Reading Ability and Readability | |
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| Judging the Match Between Students and Materials | |
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| Judging the Context of Instruction | |
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| Three Struggling Readers | |
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| Summary | |
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| Getting Involved | |
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| Teaching for Diversity | |
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| Objectives | |
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| Dimensions of Diversity | |
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| Meeting the Challenge of Diversity | |
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| Summary | |
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| Getting Involved | |
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| Building Prior Knowledge | |
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| Objectives | |
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| Judging Whether Prior Knowledge Is Adequate | |
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| Ways to Add and Activate Background Knowledge | |
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| Summary | |
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| Getting Involved | |
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| Introducing Technical Vocabulary | |
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| Objectives | |
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| The Nature of Words | |
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| The Myth That Words Teach Themselves | |
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| Formal Definitions | |
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| Feature Analysis | |
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| Graphic Organizers | |
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| Additional Methods | |
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| Summary | |
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| Getting Involved | |
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| Prereading Strategies | |
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| Strategies For Guided Reading | |
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| Making Reading Purposeful | |
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| Objectives | |
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| Who Should Set Purposes for Reading? | |
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| Ways of Setting Purposes | |
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| Varying and Combining Techniques | |
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| Summary | |
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| Getting Involved | |
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| Reading Guides | |
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| Objectives | |
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| Advantages of a Written Guide | |
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| When Should Reading Guides Be Used? | |
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| Types of Guides | |
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| Constructing a Reading Guide | |
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| Computerizing Reading Guides and Units | |
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| Using Reading Guides | |
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| Summary | |
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| Getting Involved | |
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| Providing Time to Read: When, Where, and How? | |
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| Objectives | |
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| Reading Assignments as Homework | |
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| Structuring Units to Allow Reading in Class | |
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| Major Lesson Formats | |
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| Summary | |
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| Getting Involved | |
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| Postreading Strategies | |
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| Reinforcing and Extending Content Knowledge | |
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| Objectives | |
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| Drilling versus Extending | |
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| Using Literacy to Reinforce and Extend | |
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| Reinforcing through Direct Instruction | |
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| Summary | |
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| Getting Involved | |
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| Effective Questioning | |
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| Objectives | |
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| The Purposes of Discussion | |
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| Planning a Discussion | |
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| Conducting a Discussion | |
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| Alternatives to Teacher-Led Discussions | |
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| Discussion and Recitation: A Second Look | |
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| Discussion and Writing | |
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| Summary | |
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| Getting Involved | |
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| More Ways To Facilitate Learning Through Text | |
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| Study Skills: Encouraging Independence in Content Literacy | |
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| Objectives | |
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| Responsibility for Teaching Study Skills | |
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| Note Taking | |
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| Review and Homework | |
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| Test Taking | |
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| Strategies for Independent Reading | |
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| Summary | |
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| Getting Involved | |
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| Student Attitudes: Encouraging Content Literacy | |
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| Objectives | |
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| Factors That Affect Motivation | |
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| Assessing Reading Interests | |
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| Promoting Content Literacy in Your Classroom | |
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| Summary | |
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| Getting Involved | |
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| References | |
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| Name Index | |
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| Subject Index | |