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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 | |