Academic Reading by Kathleen T. McWhorter Includes cross-curricular reading strategies, vocabulary building techniques, and study skills. (New York: Longman, 2001). Classroom Strategies for Interactive Learning by Doug Buehl Assesses thirty common teaching strategies adaptable for students in elementary school through high school. Provides ideas for teachers working with diverse students and classrooms. (Schofield, WI: Wisconsin State Reader Association, 1995). Content Area Reading: Literacy and Learning Across the Curriculum (7th Edition) by Richard T. Vacca and JoAnne L. Vacca Contains a variety of practical step-by-step strategies to enhance students' ability to interact with a text. Designed for the secondary classroom. Accompanied by a website. (http://cwabacon.pearsoned.com/bookbind/pubbooks/vacca_awl/.) (Boston: Allyn & Bacon, 2001). Content Area Reading: An Integrated Approach by John A. Readence, Thomas W. Bean, and R. Scott Baldwin Includes many graphic organizers and activities to engage students in cross-curriculum reading. Teaches techniques for improving students' vocabulary and writing skills. (Kendall/ Hunt Publishing Company, 2001) The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession by Jim Burke Guide to teaching the entire English curriculum. Provides quick and proficient instruction for teaching basic reading and writing strategies along with digital and media literacy with an integrated approach. Companion website provides additional resources for teachers. (Boynton/Cook Publishing, 1999) A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas by Elaine C. Stephens and Jean E. Brown Presents various reading and writing strategies to implement across the content areas for grades K-12, postsecondary, and ESL. Provides a framework for utilizing content that is applicable to real-life situations. (Norwood, MA: Christopher-Gordon Publishers, Inc., 2000). I Hear America Reading: Why We Read, What We Read by Jim Burke A collection of letters from a diverse range of people, both children and adults, examining their views on reading in today's society. Each letter follows a quote from a famous person reflecting on the "power of books." (Portsmouth, NH: Heinemann, 1999). I Read It, But I Don't Get It: Comprehension Strategies for Adolescent Readers by Cris Tovani and Ellin Oliver Keene A guide for teachers assisting students at all levels of achievement in developing or redeveloping reading comprehension skills. Included are anecdotes, teaching tips and ideas and appendixes with reproducible material. (Portland, ME: Stenhouse Publishers, 2000). Illuminating Texts: How to Teach Students to Read the World by Jim Burke Offers instruction on teaching students how to read a variety of literary media. Presents approaches for reading literature, textbooks, graphics, and the Internet. Discusses what students will need to know and be able to do in the future. (Portsmouth, NH: Heinemann, 2001) Improving Comprehension With Think-Aloud Strategies by Jeffrey D. Wilhelm Utilizes the strategies of model predicting, inferring, visualizing, summarizing, and making connections to guide students in approaching texts. (New York: Scholastic Professional Book Division, 2001) In the Middle: New Understandings About Writing, Reading, and Learning by Nancy Atwell Provides guidance for secondary teachers using the whole language approach. Useful for implementing reading or writing workshops. (Boynton/ Cook Publishing, 1998) It's Never Too Late: Leading Adolescents to Lifelong Literacy by Janet Allen and Tom Romano Instructs teachers on implementing a reading program for secondary and postsecondary students lacking training in content methodology. Recommended for at-risk students and struggling readers. Concepts can be utilized at any reading level. (Portsmouth, NH: Heinemann, 1995) Methods that Matter: Six Structures for Best Practice Classrooms by Harvey Daniels and Marilyn Bizar Suggests practical ways of organizing student-centered classrooms. Identifies six basic teaching structures that create a cognitive, active, and collaborative learning environment. Contains stories by over 45 teachers who have followed these methods. (York, ME: Stenhouse Publishers, 1998). Mosaic of Thought: Teaching Comprehension in a Reader's Workshop by Ellin Oliver Keene and Susan Zimmermann Focuses on pinpointing what good readers ask themselves while reading. Emphasizes the importance of making connections (text to text, text to self, and text to world connections). (Portsmouth, NH: Heinemann, 1997). Prereading Activities for Content Area Reading and Learning by John E. Readence Offers an integrative approach for content area reading and learning. Chapters offer strategies for prereading, prewriting, identifying important vocabulary, and creating graphic organizers to enhance understanding of a text. (Albany, NY: International Reading Association, 2000) Raising Reading Achievement in Middle and High Schools: 5 Simple-to-Follow Strategies for Principals by Elaine K. McEwan Provides strategies for creating a reading culture within schools. Offers a practical approach for instigating change in the language arts environment, teaching struggling readers, and motivating students to read. (Corwin Press, 2001) Reading and the High School Student: Strategies to Enhance Literacy by Judith L. Irvin, Doug Buehl, Ronald Klemp, Anthony Graziano Comprehensive investigation of adolescent literacy, ranging from an overview of adolescent development to reading across the curriculum to assessment techniques. (Boston: Allyn & Bacon, 2002) Reading and Learning to Read by JoAnne L. Vacca, Richard T. Vacca and Mary K. Grove Examines the literacy process from adolescence. Gives instructional advice on achieving a balanced literary program and assessing performance. Includes additional instructional advice for the culturally diverse classroom. (New York: Longman, 2000). Reading and Writing Remediation Kit: Ready-to-Use Strategies & Activities to Build Writing and Content Skills by Wilma H. Miller This spiral-bound "kit" for grades 4-12 includes reproducible activities and tips on teaching literature/language arts, math, science, and social studies. (Jossey-Bass, 1996) Reading for Understanding by Ruth Schoenbach, et. al. Outlines strategies designed to boost the reading skills of low-achieving middle and high school readers. Focuses on the reading apprenticeship approach. (Jossey-Bass, 1999) Reading Reminders: Tools, Tips, and Techniques by Jim Burke Provides a comprehensive guide to teaching reading skills. Discusses the establishment of a reading culture and explains general teaching tips. Includes evaluation methods for assessing the performance of both teachers and students. Reading Strategies and Practices: A Compendium by Robert J. Tierney and John E. Readence Offers instruction for the holistic, whole language, and learner-centered approaches. Outlines intervention programs for at-risk learners. (Boston: Allyn and Bacon, 2000). Real Reading, Real Writing: Content-Area Strategies by Donna Topping and Roberta McManus Topping and McManus explain their collaborative findings on content area teaching. After testing their methods in the classroom and receiving student feedback, they have learned effective ways of fostering reading and writing comprehension across several subjects. (Butterworth-Heinemann, 2002) Revisit, Reflect, Retell: Strategies for Improving Reading Comprehension by Linda Hoyt A collection of strategies and reproducibles provides a way of improving comprehension through guided reflection and retelling. Emphasizes encouraging students to retell stories and other methods to ensure a continual revisiting of the text. Includes guides for teachers and student self-reflection forms. (Portsmouth, NH: Heinemann, 1999). Strategic Teaching and Learning California Department of Education "Standards-Based Instruction to Promote Content Literacy in Grades Four Through Twelve" from the California Department of Education. (Sacramento, CA: California Department of Education, 2000). Strategic Reading: Guiding Students to Lifelong Literacy, 6-12 by Jeffrey D. Wilmhelm, et al Focuses on the transitionary period from middle to high school, offering instruction on aiding students in the transition to higher-level texts. Utilizes the learner-centered approach. (Boynton/Cook Publishing, 2001) Teaching Struggling Readers: Articles from the Reading Teacher by Richard L. Allington Focuses on struggling readers. Offers instructional advice on transforming them into active and engaged readers. Instruction for students with learning disabilities is also offered. (Albany, NY: International Reading Association, Inc., 1998). Teaching Them All to Read: Catching the Kids Who Fall Through the Cracks by Elaine K. McEwan Aimed at the high-poverty, low-performing environment. Presents a jigsaw puzzle model for understanding the necessary role of phonological awareness, phonics, spelling, language fluency and cognitive awareness strategies. (Corwin Press, 2002) Teaching Through Text: Reading and Writing in the Content Areas by Michael C. McKenna and Richard David Robinson Provides instruction in content area reading, including strategies for pre- and post-reading. Gives advice for teaching technical terms specific to certain subjects as well as teaching to a diverse audience. (Boston: Allyn & Bacon, 2001) What Adolescents Deserve: A Commitment to Students' Literacy Learning by James A. Rycik and Judith L. Irvin A collection of previously published articles from administrators, staff developers, teachers and policy makers that examines how to increase literacy among adolescents. (Albany, NY: International Reading Association, 2001) What Really Matters for Struggling Readers: Designing Research-Based Programs by Richard L. Allington Focuses on students with reading difficulties. Suggests that resolving this difficulty involves increased reading and further instruction in self-reflective techniques to enhance cognitive awareness. (NY: Longman, 2000) When Adolescents Can't Read: Methods and Materials That Work by Marie E. Curtis Developed at the famous Boy's Town in Nebraska for helping students overcome reading deficits. Offers the research-based approach used by the Boy's Town programs to both teachers and parents. (Brookline Books, 1999) Words, Words, Words: Teaching Vocabulary in Grades 4-12 by Janet Allen Provides a range of strategies for enhancing the vocabulary of students at any age. Offers instructional models for helping students to expand their vocabulary. (Stenhouse Publishing, 1999) Yellow Brick Roads: Shared and Guided Paths to Independent Reading 4-12 by Janet Allen Offers instruction on classroom literacy strategies aimed at meeting the needs of each student. (Stenhouse Publishing, 2001) 'You Gotta Be the Book': Teaching Engaged and Reflective Reading with Adolescents by Jeffrey D. Wilhelm and Michael W. Smith Examines transforming struggling adolescent readers into engaged readers through the process of visualization. Offers strategies for visualization incorporating tableaus and drama. (New York: Teachers College Press, 1996) For more information, contact us!