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Preface | |
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Reading Matters | |
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Organizing Principle | |
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Chapter Overview | |
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Frame of Mind | |
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Content Knowledge and Teacher Quality | |
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Content Knowledge vs. Pedagogical Knowledge | |
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Balancing Content and Pedagogical Knowledge in Content Area Classrooms | |
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Teaching and Learning with Texts | |
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Beyond Assigning and Telling | |
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Content Literacy and Learning | |
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Reading to Learn | |
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Reading as a Meaning-Making Process | |
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Reading as a Strategic Process | |
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Text Comprehension in Content Areas | |
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Developing Research-Based Comprehension Strategies | |
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Prior Knowledge and Comprehension: A Closer Look | |
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Reader Response | |
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Levels of Comprehension | |
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Questions and Questioning | |
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The Literacy Coachs Role and Responsibilities | |
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Looking Back, Looking Forward | |
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Minds On | |
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Hands On | |
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eResources extra | |
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Learners and Texts | |
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From Struggling Readers to Striving Readers | |
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Organizing Principle | |
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Chapter Overview | |
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Frame of Mind | |
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The Consequences of Struggling with Texts | |
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what about English Language Learners? | |
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Low Achievement | |
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Learned Helplessness | |
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Scaffolding Instruction | |
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The Literacy Coach and Struggling Readers | |
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A Crisis in Adolescent Literacy | |
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The Push for Striving Readers in Middle and High Schools | |
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Box 2.3 | |
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Explicit Instruction in the Use of Strategies | |
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Metacognition and Learning | |
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Strategy Instruction | |
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what about Content Standards and Assessment? | |
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Strategic Reading | |
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Using Think-Alouds to Model Comprehension Strategies | |
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Using Reciprocal Teaching to Model Comprehension Strategies | |
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Using QuestionAnswer Relationships (QARs) to Model Comprehension Strategies | |
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Research-Based Best Practices | |
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Questioning the Author (QtA) | |
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Research-Based Best Practices | |
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Directed Reading-Thinking Activity (DR-TA) | |
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Research-Based Best Practices | |
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Looking Back, Looking Forward | |
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Minds On | |
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Hands On | |
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eResources extra | |
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Culturally and Linguistically Diverse Learners | |
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Organizing Principle | |
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Chapter Overview | |
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Frame of Mind | |
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Culturally Responsive Instruction in Todays Schools | |
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what about Content Standards and Assessment? | |
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From Monocultural to Multicultural Classrooms | |
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Box 3.2 | |
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Ways of Knowing | |
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Funds of Knowledge | |
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Characteristics of Culturally Responsive Instruction | |
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Box 3.3 | |
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Box 3.4 | |
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Linguistic Differences in Todays Schools | |
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Dialect Use in the Classroom | |
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English Learners | |
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Box 3.5 | |
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Sheltered Instruction for English Learners | |
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The SIOP Model | |
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Box 3.6 | |
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Looking Back, Looking Forward | |
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Minds On | |
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Hands On | |
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eResources extra | |
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Assessing Students and Texts | |
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Organizing Principle | |
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Chapter Overview | |
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Frame of Mind | |
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High-Stakes Testing and Authentic Approaches to Assessment | |
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High-Stakes Testing: Some Issues and Concerns | |
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Federal Legislation | |
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State Standards and Accountability | |
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State Assessment Numbers at a Glance | |
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The Literacy Coach and Assessment | |
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Standardized Testing: What Teachers Need to Know | |
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Authentic Assessment: The Teachers Role | |
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Adapting Portfolios to Content Area Classes | |
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box 4.3 | |
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Checklists and Interviews | |
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Rubrics | |