A continuing best-seller, Content Area Reading and Literacy, Fifth Edition, equips preservice and inservice teachers to teach content area literacy in an era of high accountability and provides in-depth and integrated attention to the needs of students from diverse cultural and language backgrounds.   In a time when high-stakes testing, standards, and scientifically based reading research are driving the field, Alvermann, Phelps and Ridgeway include a new focus and greater emphasis on helping teachers and students meet their schools’ annual yearly progress plans. More classroom-tested and research-based teaching and learning strategies to use in all core areas (e.g., math, science, English/language arts, social sciences) have been included in all chapters. In addition, current trends in technology and multimedia use have been highlighted as well as ideas for increasing students’ motivation to learn (e.g. engaging them in more in-depth learning of content) and developing their sense of self-efficacy). Finally, it provides updates on many state and federal initiatives affecting adolescent literacy instruction (including the new Striving Readers Initiative, NCLB, literacy coaches, content standards, and so on.)

Table of Contents:
Preface   1 Content Literacy and the Reading Process Assumptions Underlying Content Teaching Subject Matter Role of the Textbook Active and Independent Readers Fluent Readers Fluency with Information Technology What It Means to Be Literate Literate Thinking Content Literacy The New Literacy Studies The Reading Process A Cognitive View A Social Constructionist Perspective The Role of Motivation Summary Suggested Readings   2 Language, Diversity, and Culture Language as a Vehicle for Teaching and Learning Content Seeing Language as Social Practice Dealing with Gendered Language in the Classroom and the Text Diversity in Language and Learning Second-Language Acquisition and Learning Dialect Differences Struggling or Reluctant Readers Gifted Learners Teaching and Learning in Culturally Diverse Classrooms Today’s Youth Culture CREDE’s Standards for Effective Pedagogy and Learning Integrating Language, Culture, and Content Culturally Responsive Professional Growth Appreciating Diversity Involving Parents and Community Linking School and Home Summary Suggested Readings   3 Creating a Favorable Learning Environment Affective Characteristics Linking Content Literacy with Student’s Lives Adaptive Instruction Providing Choices Forms of Grouping Ability Grouping Cooperative Learning Cross-Age Tutoring Discussion Groups Reading and Writing Workshops Creating Community with Technology and Multimedia Technology Multimedia Assistive Technology Conflict Resolution What the Research Says Strategies for Managing Conflict Summary Suggested Readings   4 Planning for Content Literacy Instructional Decision Making Content Objectives Language and Literacy Objectives Learning Materials Student Capabilities and Needs Evaluation and Assessment Planning and Educational Technology Teaching Resources on the Web Planning Student Involvement with the Internet Structured Frameworks for Content Literacy Lessons Direct Instruction The Instructional Framework Reciprocal Teaching Beyond the Daily Plan School-Wide Programs Interdisciplinary Teaching Thematic Teaching Unit Planning Summary Suggested Readings   5 Assessment of Students and Textbooks Assessing Students Tests and Testing: A Consumer Advisory Types of Assessment Learning about Students Grades and Grading Portfolio Assessment Assessing Textbooks Readability Formulas Consumer Judgments Summary Suggested Readings   6 Preparing to Read The Role of Prior Knowledge Barriers to New Learning The Teacher’s Task Assessing and Building Prior Knowledge The List-Group-Label Strategy Graphic Organizers Reading and Listening Writing Activating Prior Knowledge with Prereading Strategies Anticipation Guides Problem-Solving Activities Problem-Based Learning Designing WebQuests K-W-L Summary Suggested Readings   7 Reading to Learn Constructing Meaning with Text Helping Students Comprehend Teaching Students to be Strategic Making Text Comprehensible The Role of Fluency in Comprehension Questions and Questioning When to Ask What to Ask How to Ask Comprehension Guides Three-Level Guides Selective Reading Guides Interactive Reading Guides Sensing and Responding to Text Structure Common Text Structures Teaching about Text Structures Summary Suggested Readings   8 Increasing Vocabulary and Conceptual Growth Learning Words and Concepts How Students Learn Vocabulary Word-Learning Tasks Levels of Word Knowledge Readers’ Resources for Learning New Words Teaching Vocabulary Criteria for Selecting Vocabulary Guidelines for Vocabulary Instruction Strategies for Introducing and Teaching Vocabulary Developing Students’ Independence Using Context Clues Using Familiar Word Parts Using Dictionaries Vocabulary Self-Collection Intensive Approaches for Struggling Readers and English Language Learners Reinforcing Vocabulary Matching Activities, Puzzles, and Games Categorizing Activities Analogies Concept Circles Summary Suggested Readings   9 Reflecting on Reading Engaging Students through Discussion Small-Group Discussions Peer-Led Literature Circles Guiding Student Reflection Reaction Guides Reading for Different Purposes Discussion Webs Intra-Act Procedure Promoting Critical Literacy Teaching Literacy for Critical Awareness Incorporating Critical Media Literacy into the Curriculum Summary Suggested Readings   10 Writing across the Curriculum What Content Teachers Need to Know about Writing Writing and Reading The Writing Process Social Construction of Writing Writing and the Computer Writing Activities for Content Areas Writing Assignments Learning Logs and Journals Other Informal Writing Activities Reviewing and Summarizing Guiding Student Writing Writing to Inquire Preparing for Student Inquiry Collecting and Organizing Information Writing a Report Alternatives to the Traditional Research Report Responding to Student Writing Peer Responses Teacher Conferences Formal Evaluation Summary Suggested Readings   11 Studying and Study Strategies Prerequisites for Effective Studying Motivation Teachers’ Expectations Knowledge of the Criterion Task Domain Knowledge Accessing Information Information Literacy and Library Skills Web Site Evaluation Preparing for Tests Objective Tests Subjective Tests Role of Homework Using Study Strategies Task Awareness with SQ3R Strategy Awareness Performance Awareness Note-Taking Strategies Compare/Contrast Study Matrix Internet Search Strategies Summary Suggested Readings   12 Developing Lifetime Readers: Literature in Content Area Classes Benefits of Using Literature in Content Areas Encouraging Responses to Literature Integrating Literature into Content Areas Uses of Literature in Content Areas Fiction and Nonfiction for Content Areas Developing Awareness of Diversity through Literature Summary Suggested Readings   13 Literacy Coaches: A Sign of the Times Qualifications and Expectations Refining the Process Contextualizing the Literacy Coach’s Experience Forging Partnerships with Teachers What Literacy Coaches Need to Know about Scientifically Based Reading Research An Incomplete Knowledge Base So What’s a Literacy Coach to Do? Examples of Effective Literacy Coaching across the United States Alabama Reading Initiative Boston Public Schools Reading Success Network Summary Suggested Readings   Appendix A Word Lover’s Booklist   Appendix B Read-Aloud Books for Content Areas   Appendix C Trade Books for Science, Math, and Social Studies   Appendix D Culturally Conscious Trade Books   Appendix E Standards for the Content Areas   References   Author Index   Subject Index