Now in its fifth edition, this well-respected best-seller equips preservice and inservice teachers to teach content area literacy. Lauded for its scope of topics and examples and its accessibility, Content Area Reading and Literacy addresses the needs of students from diverse language and cultural backgrounds. Trusted authorities in adolescent literacy Alvermann, Phelps, and Ridgeway provide classroom- and research-based teaching and learning strategies in all core areas, from English to math to social sciences, and highlight current trends in technology and multimedia. New features to this edition include updated information on high-stakes assessments; state and federal initiatives affecting adolescent literacy, such as No Child Left Behind and the Striving Readers Initiative; and a look at reciprocal teaching. A new chapter on literacy coaches introduces readers to the need for specialists in the current era of high accountability, and Chapter 6 has a newly expanded section on problem-solving activities as a way of building background knowledge. The text includes a variety of icons to help identify certain features, such as examples of writing, evidence-based research, and standards from different subject areas to help pre-service teachers connect content area literacy to meeting the standards in their disciplines. It emphasizes cognitive and sociocultural factors in relation to diagnostic assessments and instructional approaches, and it offers lesson and unit planning examples. The Fifth Edition Builds on Past Strengths and Adds New Oneshellip; Student Centered. Culturally Diverse Students. Evidence-Based Standards. Written by renowned authors Donna Alvermann, Steven Phelps, and Victoria Ridgeway, Content Reading and Literacy: Succeeding in Today's Diverse Classrooms includes superior coverage of addressing the literacy needs of English language learners and culturally diverse students and a timely focus on evidence-based practices and standards. What Continues to Make This Book a Best Sellerhellip; Includes an important new chapter (Ch. 13) on literacy coaches, which introduces readers to the need for such specialists in the current era of high accountability. Emphasizes the reciprocal responsibilities of literacy coaches and regular content area teachers, and how best to make use of both kinds of teachers to increase adequate yearly progress (AYP). Adds a new feature called "Dispelling Myths and Policy Implications" enhances teachersrs" knowledge base and helps make them more critical consumers of ideas and materials. Contains updated information on high-stakes assessments, explanation of reciprocal teaching, state and federal initiatives affecting adolescent literacy (including the Striving Readers Initiative, NCLB, and so on), new note-making strategies, writing-to-learn approaches, and descriptions of mode

Preface	p. xiii
Content Literacy and the Reading Process	p. 1
Assumptions Underlying Content Teaching	p. 4
Subject Matter	p. 4
Role of the Textbook	p. 5
Active and Independent Readers	p. 6
Fluent Readers	p. 9
Fluency with Information Technology	p. 10
What It Means to Be Literate	p. 11
Literate Thinking	p. 12
Content Literacy	p. 13
The New Literacy Studies	p. 14
The Reading Process	p. 17
A Cognitive View	p. 17
A Social Constructionist Perspective	p. 25
The Role of Motivation	p. 28
Summary	p. 33
Suggested Readings	p. 33
Language, Diversity, and Culture	p. 34
Language as a Vehicle for Teaching and Learning Content	p. 37
Seeing Language as Social Practice	p. 37
Dealing with Gendered Language in the Classroom and the Text	p. 38
Diversity in Language and Learning	p. 41
Second-Language Acquisition and Learning	p. 42
Dialect Differences	p. 47
Struggling or Reluctant Readers	p. 49
Gifted Learners	p. 51
Teaching and Learning in Culturally Diverse Classrooms	p. 53
Today's Youth Culture	p. 53
CREDE's Standards for Effective Pedagogy and Learning	p. 54
Integrating Language, Culture, and Content	p. 55
Culturally Responsive Professional Growth	p. 56
Appreciating Diversity	p. 56
Involving Parents and Community	p. 58
Linking School and Home	p. 59
Summary	p. 60
Suggested Readings	p. 61
Creating a Favorable Learning Environment	p. 62
Affective Characteristics	p. 65
Linking Content Literacy with Student's Lives	p. 65
Adaptive Instruction	p. 68
Providing Choices	p. 70
Froms of Grouping	p. 70
Ability Grouping	p. 71
Cooperative Learning	p. 72
Cross-Age Tutoring	p. 75
Discussion Groups	p. 76
Reading and Writing Workshops	p. 78
Creating Community with Technology and Multimedia	p. 79
Technology	p. 79
Multimedia	p. 81
Assistive Technology	p. 82
Conflict Resolution	p. 83
What the Research Says	p. 83
Strategies for Managing Conflict	p. 84
Summary	p. 86
Suggested Readings	p. 86
Planning for Content Literacy	p. 87
Instructional Decision Making	p. 90
Content Objectives	p. 91
Language and Literacy Objectives	p. 93
Learning Materials	p. 94
Student Capabilities and Needs	p. 94
Evaluation and Assessment	p. 97
Planning and Educational Technology	p. 98
Teaching Resources on the Web	p. 99
Planning Student Involvement with the Internet	p. 101
Structured Frameworks for Content Literacy Lessons	p. 103
Direct Instruction	p. 103
The Instructional Framework	p. 104
Reciprocal Teaching	p. 105
Beyond the Daily Plan	p. 109
School-Wide Programs	p. 109
Interdisciplinary Teaching	p. 111
Thematic Teaching	p. 113
Unit Planning	p. 113
Summary	p. 121
Suggested Readings	p. 121
Assessment of Students and Textbooks	p. 122
Assessing Students	p. 125
Tests and Testing: A Consumer Advisory	p. 125
Types of Assessment	p. 129
Learning about Students	p. 137
Grades and Grading	p. 143
Portfolio Assessment	p. 151
Assessing Textbooks	p. 157
Readability Formulas	p. 158
Consumer Judgments	p. 160
Summary	p. 161
Suggested Readings	p. 162
Preparing to Read	p. 163
The Role of Prior Knowledge	p. 166
Barriers to New Learning	p. 166
The Teacher's Task	p. 168
Assessing and Building Prior Knowledge	p. 168
The List-Group-Label Strategy	p. 169
Graphic Organizers	p. 169
Reading and Listening	p. 169
Writing	p. 171
Activating Prior Knowledge with Prereading Strategies	p. 173
Anticipation Guides	p. 174
Problem-Solving Activities	p. 182
Problem-Based Learning	p. 182
Designing WebQuests	p. 183
K-W-L	p. 184
Summary	p. 187
Suggested Readings	p. 187
Reading to Learn	p. 188
Constructing Meaning with Text	p. 191
Helping Students Comprehend	p. 192
Teaching Students to be Strategic	p. 193
Making Text Comprehensible	p. 195
The Role of Fluency in Comprehension	p. 195
Questions and Questioning	p. 197
When to Ask	p. 199
What to Ask	p. 199
How to Ask	p. 206
Comprehension Guides	p. 211
Three-Level Guides	p. 211
Selective Reading Guides	p. 213
Interactive Reading Guides	p. 215
Sensing and Responding to Text Structure	p. 215
Common Text Structures	p. 215
Teaching about Text Structures	p. 218
Summary	p. 226
Suggested Readings	p. 226
Increasing Vocabulary and Conceptual Growth	p. 227
Learning Words and Concepts	p. 229
How Students Learn Vocabulary	p. 230
Word-Learning Tasks	p. 231
Levels of Word Knowledge	p. 232
Readers' Resources for Learning New Words	p. 233
Teaching Vocabulary	p. 235
Criteria for Selecting Vocabulary	p. 237
Guidelines for Vocabulary Instruction	p. 238
Strategies for Introducing and Teaching Vocabulary	p. 239
Developing Students' Independence	p. 245
Using Context Clues	p. 245
Using Familiar Word Parts	p. 248
Using Dictionaries	p. 249
Vocabulary Self-Collection	p. 251
Intensive Approaches for Struggling Readers and English Language Learners	p. 252
Reinforcing Vocabulary	p. 256
Matching Activities, Puzzles, and Games	p. 257
Categorizing Activities	p. 257
Analogies	p. 259
Concept Circles	p. 260
Summary	p. 264
Suggested Readings	p. 264
Reflecting on Reading	p. 265
Engaging Students through Discussion	p. 268
Small-Group Discussions	p. 268
Peer-Led Literature Circles	p. 271
Guiding Student Reflection	p. 272
Reaction Guides	p. 273
Reading for Different Purposes	p. 274
Discussion Webs	p. 276
Intra-Act Procedure	p. 279
Promoting Critical Literacy	p. 281
Teaching Literacy for Critical Awareness	p. 282
Incorporating Critical Media Literacy into the Curriculum	p. 283
Summary	p. 289
Suggested Readings	p. 289
Writing across the Curriculum	p. 290
What Content Teachers Need to Know about Writing	p. 292
Writing and Reading	p. 293
The Writing Process	p. 295
Social Construction of Writing	p. 297
Writing and the Computer	p. 300
Writing Activities for Content Areas	p. 301
Writing Assignments	p. 302
Learning Logs and Journals	p. 306
Other Informal Writing Activities	p. 310
Reviewing and Summarizing	p. 312
Guiding Student Writing	p. 316
Writing to Inquire	p. 322
Preparing for Student Inquiry	p. 324
Collecting and Organizing Information	p. 325
Writing a Report	p. 328
Alternatives to the Traditional Research Report	p. 329
Responding to Student Writing	p. 332
Peer Responses	p. 332
Teacher Conferences	p. 334
Formal Evaluation	p. 335
Summary	p. 336
Suggested Readings	p. 336
Studying and Study Strategies	p. 337
Prerequisites for Effective Studying	p. 339
Motivation	p. 340
Teachers' Expectations	p. 340
Knowledge of the Criterion Task	p. 340
Domain Knowledge	p. 341
Accessing Information	p. 342
Information Literacy and Library Skills	p. 342
Web Site Evaluation	p. 344
Preparing for Tests	p. 345
Objective Tests	p. 345
Subjective Tests	p. 347
Role of Homework	p. 348
Using Study Strategies	p. 350
Task Awareness with SQ3R	p. 351
Strategy Awareness	p. 351
Performance Awareness	p. 352
Note-Taking Strategies	p. 354
Compare/Contrast Study Matrix	p. 356
Internet Search Strategies	p. 359
Summary	p. 361
Suggested Readings	p. 361
Developing Lifetime Readers: Literature in Content Area Classes	p. 362
Benefits of Using Literature in Content Areas	p. 366
Encouraging Responses to Literature	p. 368
Integrating Literature into Content Areas	p. 370
Uses of Literature in Content Areas	p. 370
Fiction and Nonfiction for Content Areas	p. 376
Developing Awareness of Diversity through Literature	p. 381
Summary	p. 387
Suggested Readings	p. 387
Literacy Coaches: A Sign of the Times	p. 389
Qualifications and Expectations	p. 391
Refining the Process	p. 392
Contextualizing the Literacy Coach's Experience	p. 393
Forging Partnerships with Teachers	p. 395
What Literacy Coaches Need to Know about Scientifically Based Reading Research	p. 397
An Incomplete Knowledge Base	p. 398
So What's a Literacy Coach to Do?	p. 399
Examples of Effective Literacy Coaching across the United States	p. 403
Alabama Reading Initiative	p. 403
Boston Public Schools	p. 404
Reading Success Network	p. 405
Summary	p. 406
Suggested Readings	p. 406
Word Lover's Booklist	p. 407
Read-Aloud Books for Content Areas	p. 409
Trade Books for Science, Math, and Social Studies	p. 412
Culturally Conscious Trade Books	p. 417
Standards for the Content Areas	p. 422
References	p. 424
Author Index	p. 454
Subject Index	p. 459
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Content Area Reading and Literacy: Succeeding in Today's Diverse Classrooms

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