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| Adolescent Literacy | |
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| The Neglect of Adolescent Literacy | |
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| Rediscovering Adolescent Literacy | |
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| Impact of Federal and State Mandates on Adolescent Literacy | |
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| School-wide Approaches to Improving Adolescent Literacy | |
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| Purpose and Overview of the Book | |
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| Summary | |
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| Extending Learning | |
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| Re-addressing the Talking Points | |
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| Revisiting the Vignette | |
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| Terms to Remember and Use | |
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| Modifying Instruction for English Language Learners | |
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| Beyond the Book | |
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| Literacy Learning | |
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| What Teachers See: Symptoms of Ineffective Learning | |
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| The Trip With No Scenery | |
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| Ping Pong Reading | |
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| Mindless Routines | |
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| Consumers and Extraterrestrials | |
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| Freeloading and First Down Punting | |
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| World Brains and School Brains | |
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| Schema Theory | |
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| Metacognition | |
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| Scaffolding | |
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| Literacy Practice of Strong Readers | |
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| The Learner | |
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| The Text | |
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| The Context | |
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| Reading/Writing Connections | |
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| Summary | |
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| Extending Learning | |
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| Re-addressing the Talking Points | |
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| Revisiting the Vignette | |
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| Terms to Remember and Use | |
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| Modifying Instruction for English Language Learners | |
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| Beyond the Book | |
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| References | |
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| Learning Environments That Motivate Students | |
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| Classroom Negotiations: The Teacher as Mediator | |
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| Mediated Instruction and the Gradual Release of Responsibility | |
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| Mediated Instruction and Prior Knowledge | |
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| The Teacher as Coach and Mentor | |
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| Motivation and Engagement | |
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| Making Connections to Studentsrsquo; Lives | |
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| Creating Safe and Responsive Classrooms | |
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| Having Students Interact with Each Other and With Text | |
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| Using Classroom Discussion to Motivate Students | |
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| Classroom Talk that is Accountable | |
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| Think-Pair-Share | |
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| The Discussion Web | |
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| Cooperative Literacy | |
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| Directed Reading Sequence | |
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| Summary | |
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| Extending Learning | |
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| Re-addressing the Talking Points | |
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| Revisiting the Vignette | |
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| Terms to Remember and Use | |
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| Modifying Instruction for English Language Learners | |
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| Beyond the Book | |
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| References | |
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| Assisting Struggling Readers | |
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| The Status of Reading Proficiency in the United States | |
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| Helping Struggling Readers Become Strong Readers | |
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| English Language Learners | |
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| Strategies for Struggling Readers | |
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| Interactive Reading Guides | |
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| Summary | |
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| Extending Learning | |
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| Re-addressing the Talking Points | |
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| Revisiting the Vignette | |
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| Terms to Remember and Use | |
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| Modifying Instruction for English Language Learners | |
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| Beyond the Book | |
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| References | |
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| The Demands of Text | |
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| The Transition to Informational Text | |
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| Kinds of Text | |
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| Narrative Text | |
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| Expository Text | |
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| Helping Students Understand Text Structure | |
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| Difficulty with Content Area Textbooks | |
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| Content and Strategic Knowledge | |
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| Classroom Experiences with Textbooks | |
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| The Task | |
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| PIC: A Textbook Previewing Guide | |
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| Double S: Signal Words that Indicate Structure | |
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| Using and Evaluating Textbooks | |
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| Summary | |
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| Extending Learning | |
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| Re-addressing the Talking Points | |
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| Revisiting the Vignette | |
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| Terms to Remember and Use | |
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| Modifying Instruction for English Language Learners | |
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| Beyond the Book | |
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| References | |
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| Vocabulary Knowledge | |
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| The Importance of Vocabulary Knowledge | |
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| Factors in Vocabulary Acquisitio | |