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| About the Authors | |
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| Brief Contents | |
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| Preface | |
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| Features of the Seventh Edition | |
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| Learning with Text and Technology | |
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| Content Area Literacy: A Rationale | |
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| What Is Content Area Literacy? | |
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| Assumptions and Misconceptions | |
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| Reexamining the Roles of Teachers and Texts | |
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| Literacy in the New Millenium | |
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| Knowledge Base of Content Area Literacy | |
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| Subject Knowledge | |
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| Literacy Strategies | |
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| Social Context | |
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| What Makes This Textbook Integrated? | |
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| Strategy Implementation and Reality Checks | |
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| Technology | |
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| Technology: Imagining Our Future | |
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| Introduction of Computers into the Classroom | |
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| New Teaching Machines | |
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| Computer Software | |
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| Multimedia | |
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| Smart Books | |
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| Virtual Reality | |
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| Internet | |
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| Content Area Literacy Web Site | |
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| The Dark Side of the Net | |
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| Language, Culture, Diversity, and the Reading/Writing Process | |
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| Language | |
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| Second Language Strategies | |
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| Culture | |
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| Lesson Design | |
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| Students with Disabilities | |
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| Technology Aids | |
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| Cognitive and Linguistic Factors in Text Comprehension | |
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| Organization of Prior Knowledge in Memory | |
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| Concept Learning in Content Areas | |
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| Prior Knowledge of a Topic and Reader Interest | |
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| Motivation to Learn with Content Texts | |
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| Memory | |
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| Language of Text | |
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| Language of Students | |
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| Reading/Writing Relationship | |
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| The Classroom Social Context | |
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| Selecting Textbooks and Multimedia Materials | |
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| Politics and Textbooks | |
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| Censorship | |
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| Textbook Censorship | |
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| Textbook Adoption Policies | |
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| Readability | |
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| Quantitative Factors in Readability Measurement | |
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| Raygor Readability Estimate | |
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| Qualitative Factors in Textbook Evaluation | |
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| Textbook and Multimedia Evaluation Guidelines and Checklists | |
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| Introducing the Textbook to Students | |
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| Conducting a Preview of the Text | |
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| Assessment | |
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| Purposes for Assessment | |
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| Program Evaluation | |
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| Student Diagnosis | |
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| Descriptive Terminology of Assessment | |
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| Cautions Concerning Standardized Testing | |
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| Content Reading Inventory | |
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| Naturalistic Assessment | |
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| Observation | |
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| Interviews, Conversations, Journals, and Open-ended Surveys | |
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| Portfolios | |
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| Assessing Prior Knowledge | |
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| Knowledge Rating | |
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| Word Association | |
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| Prediction Guide | |
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| Teaching and Learning Strategies | |
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| Unit and Lesson Planning | |
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| Planning | |
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| Developing Units and Lessons | |
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| Planning Thematic Units and Lessons | |
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| Accommodating Individual Differences in Planning | |
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| A Definition | |
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| Some Suggestions | |
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| Literature | |
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| Assessment of Reading Attitudes and Interests | |
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| Attitudes | |
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| Interests | |
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| Young Adult Literature | |
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| Multicultural Literature | |
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| Using Trade Books | |
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| Reading Aloud to Students | |
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| Sustained Silent Reading (SSR) | |
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| Literature Response Journals and Other Response Strategies | |
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| Book Clubs | |
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| Novel Journal | |
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| Readers Theater | |
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| Library Power | |
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| Sources of Trade Books | |
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| Vocabulary | |
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| Words | |
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| Vocabularies | |
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| Decoding Unfamiliar Vocabulary | |
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| Morphemic Analysis | |
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| Context Clues | |
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| External References | |
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| A General Decoding Strategy for Textbooks | |
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| Principles for Effective Vocabulary Instruction | |
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| Be an Enthusiastic Model of Vocabulary Use | |
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| Make Vocabulary Meaningful | |
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| Reinforce Vocabulary | |
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| Be Eclectic | |
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| Teacher-Directed Strategies | |
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| Contextual Redefinition | |
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| Graphic Organizers | |
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| Word Origins (Etymologies) | |
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| Semantic Mapping | |
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| Feature Analysis | |
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| Clues and Questions | |
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| Strategies for Vocabulary Independence | |
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| Verbal and Visual Word Association | |
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| Vocabulary Self-collection | |
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| Word Map | |
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| Toast | |
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| Extension Activities | |
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| Analogies | |
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| Matching Definitions to Scrambled Words | |
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| Hidden Word Puzzles | |
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| Crossword Puzzles | |
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| Comprehension: Principles and Integrated Approaches | |
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| Principles of Comprehension | |
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| Prior Knowledge | |
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| Levels of Understanding | |
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| Organization of Information | |
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| Integrated Approaches | |
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| K-W-L | |
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| Inquiry Charts | |
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| Listen-Read-Discuss | |
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| Scaffolded Reading Experience | |
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| Questioning the Author | |
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| Critical Media Literacy | |
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| Comprehension: Guiding Content Literacy | |
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| Prereading Strategies | |
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| Anticipation Guides | |
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| Text Previews | |
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| ReQuest | |
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| Directed Reading-Thinking Activity | |
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| Reading Strategies | |
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| Study Guides | |
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| Options Guides | |
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| Analogical Guides | |
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| Postreading Strategies | |
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| Discussion Groups | |
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| Reaction Guides | |
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| Phony Document Strategy | |
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| Polar Opposites | |
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| Graphic Organizers | |
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| Multiple Text Inquiry Discussion | |
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| Writing | |
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| Writing Process | |
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| Composing and Transcribing | |
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| Writing to Learn | |
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| Journal Writing | |
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| Quick Writes | |
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| Possible Sentences | |
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| Cubing | |
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| Writing Roulette | |
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| ReWrite | |
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| Guided Writing Procedure | |
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| Writing to Inform | |
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| Autobiographies | |
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| Biographies | |
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| Research Papers | |
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| I-Search Papers | |
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| Imaginative Writing Assignments | |
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| Responding to Writing | |
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| Individual Conferences | |
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| Self-evaluation | |
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| Peer Evaluation | |
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| Studying | |
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| Principles of Effective Studying | |
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| Attention | |
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| Goal Orientation | |
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| Organization | |
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| Rehearsal | |
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| Time on Task | |
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| Depth of Processing | |
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| Encoding Specificity | |
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| Specific Strategies | |
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| Listening and Taking Notes | |
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| Metacognition | |
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| Reading and Taking Notes | |
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| Graphic Comprehension | |
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| Test Preparation | |
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| Porpe: An Essay Writing Strategy | |
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| Glossary | |
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| Bibliography | |
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| How to Use the Content Area Literacy Digital Supplement CD-ROM | |
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| Author Index | |
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| Subject Index | |