Content Area Reading remains the market-leading text in content literacy and maintains the authors' original objective—to offer an ambitious, coherent, and workable exploration of content literacy. The Ninth Edition comes at a perfect time when there is an increased focus on adolescent literacy. With the point of view that students learn with texts, not necessarily from them, respected authors Rich and Jo Anne Vacca have written this book to be an active learning tool, complete with real-world examples and research-based practices. Thoroughly updated and revised to incorporate topics that touch on contemporary issues such as content standards, assessment, diversity, struggling readers, the No Child Left Behind Legislation, Reading First, and Reading Next, the book continues to provide a framework that focuses on the ability to use reading, writing, speaking, and listening processes to learn subject matter across the curriculum. Accessible and comprehensible, this text takes students through the entire reading process using simple, jargon-free terminology. The methodology presented develops a foundation that can be applied across disciplines, meeting the needs of all students.   A Letter to Readers from the Authors To Our Readers:             We published the first edition of Content Area Reading in 1981.  Some of you may be wondering --with good reason-- why did we have to revise  the same book nine times?   Has education in general and content literacy in particular changed that much in nearly thirty years to warrant nine editions of the same book?    While we have remained true to the original intent of the book throughout these years, our answer to these questions is an enthusiastic “Yes!”              We have witnessed dramatic changes over the past three decades in the way we think about literacy, what it means to be literate, and the ways we put literacy to use to learn, enjoy, imagine, explore the world, and  interact with others . Some of the revisions that we have made from the eighth to ninth edition alone reflect the rapidly changing landscape of content literacy specifically and education generally: The renewed and hotly political debate over the role of content knowledge (the “what” of teaching) and pedagogical knowledge ( the “how” of teaching); the development of highly qualified teachers; teaching, learning, and assessment  in a standards-based curriculum; the role and responsibility of literacy coaches in today’s schools; the crisis in adolescent literacy across ability levels; the meaning and importance of culturally responsive instruction and literacy strategies for learners who first language is other than English; the impact of assessment on instructional practices; the role of confidence, motivation, and engaged learning in literacy-related instructional practices; the ability to “work smart” in independent learning contexts; the meaning and application of “new literacies” in today’s classrooms. Today,  one of the hottest topics in education is  adolescent literacy.   Our book  mainly emphasizes how adolescents use literacy to learn across the curriculum; how adolescents will approach reading with enthusiasm and confidence in their ability to make sense out of academic texts.  While the focus of our book has always been on instructional strategies, we underscore in this edition the ways that content area teachers can actively engage older students in learning with all kinds of texts, whether printed or digital in nature.    Perhaps somewhere in the heavens there is a Greek god of reading who breathes into human beings an intense interest in the act of reading. Perhaps not.  The reality of reading  school-related texts for many adolescents is simply this: Many of today’s older students, regardless of ability level, would rather have root canal surgery than engage enthusiastically in academic reading tasks.  Yet we believe that teachers  are in a strategic position to make a difference in the way their students approach reading and learn with texts . The passion to use reading to learn requires more than supernatural or divine inspiration. Enthusiastic readers  in today’s classrooms are made, not born with a fervor for reading and learning.  And this is where the content area teacher will make a  decided difference in the literate lives of adolescents.  We wish you the very best,    Richard and Jo Anne Vacca                      

Table of Contents:
Contents Preface Chapter 1        Reading Matters Organizing Principle Chapter Overview Frame of Mind Content Knowledge and Teacher Quality Content Knowledge vs. Pedagogical Knowledge Balancing Content and Pedagogical Knowledge in Content Area Classrooms Teaching and Learning with Texts Beyond Assigning and Telling Content Literacy and Learning Reading to Learn Reading as a Meaning-Making Process Reading as a Strategic Process Text Comprehension in Content Areas Developing Research-Based Comprehension Strategies Prior Knowledge and Comprehension: A Closer Look Reader Response Levels of Comprehension Questions and Questioning The Literacy Coach’s Role and Responsibilities Looking Back, Looking Forward Minds On Hands On eResources extra   Part Two:       Learners and Texts    Chapter 2        From Struggling Readers to Striving Readers Organizing Principle Chapter Overview Frame of Mind The Consequences of Struggling with Texts box 2.1 / what about English Language Learners? Low Achievement Learned Helplessness Scaffolding Instruction BOX 2.2 / The Literacy Coach and Struggling Readers A Crisis in Adolescent Literacy The Push for Striving Readers in Middle and High Schools BOX 2.3 / Fifteen Elements of Effective Adolescent Literacy Programs Explicit Instruction in the Use of Strategies Metacognition and Learning Strategy Instruction box 2.4 / what about Content Standards and Assessment? Strategic Reading Using Think-Alouds to Model Comprehension Strategies Using Reciprocal Teaching to Model Comprehension Strategies Using Question—Answer Relationships (QARs) to Model Comprehension Strategies box 2.5 / Research-Based Best Practices Questioning the Author (QtA) box 2.6 / Research-Based Best Practices Directed Reading-Thinking Activity (DR-TA) box 2.7 / Research-Based Best Practices Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 3        Culturally and Linguistically Diverse Learners Organizing Principle Chapter Overview Frame of Mind Culturally Responsive Instruction in Today’s Schools box 3.1 / what about Content Standards and Assessment? From Monocultural to Multicultural Classrooms BOX 3.2 / ABC’s of Cultural Understanding and Communication Ways of Knowing Funds of Knowledge Characteristics of Culturally Responsive Instruction BOX 3.3 / Drawing on Students’ Funds of Knowledge in Science and Mathematics BOX 3.4 / Drawing on Students’ Funds of Knowledge in the Arts Linguistic Differences in Today’s Schools Dialect Use in the Classroom English Learners BOX 3.5 / In the Spotlight: The Literacy Coach Sheltered Instruction for English Learners The SIOP Model BOX 3.6 / The Sheltered Instructional Observation Protocol (SIOP) Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 4        Assessing Students and Texts Organizing Principle Chapter Overview Frame of Mind High-Stakes Testing and Authentic Approaches to Assessment High-Stakes Testing: Some Issues and Concerns Federal Legislation State Standards and Accountability BOX 4.1 / State Assessment Numbers at a Glance BOX 4.2 / The Literacy Coach and Assessment Standardized Testing: What Teachers Need to Know Authentic Assessment: The Teacher’s Role Adapting Portfolios to Content Area Classes box 4.3 / Best Practices Checklists and Interviews Rubrics and Self-Assessments Assessing Text Difficulty Content Area Reading Inventories Readability FLIP Strategy Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 5        Developing Vocabulary Knowledge and Concepts Organizing Principle Chapter Overview Frame of Mind Experiences, Concepts, and Words What are Concepts? Concept Relationships: An Example Using Graphic Organizers to Make Connections among Key Concepts box 5.2 / Best Practices A Graphic Organizer Walk-Through Showing Students How to Make Their Own Connections Activating What Students Know about Words Word Exploration Brainstorming List—Group—Label Word Sorts Knowledge Ratings Defining Words in the Context of Their Use Vocabulary Self-Collection Strategy Concept of Definition Word Maps Reinforcing and Extending Vocabulary Knowledge and Concepts Semantic Feature Analysis (SFA) Categorization Activities Concept Circles Context- and Definition-Related Activities Magic Squares Vocabulary-Building Strategies Context-Related Activities Modified Cloze Passages OPIN Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 6        Activating Prior Knowledge and Interest Organizing Principle Chapter Overview Frame of Mind Self-Efficacy and Motivation Arousing Curiosity Creating Story Impressions Establishing Problematic Perspectives box 6.1 / what about Content Standards and Assessment? box 6.2 / Best Practices Guided Imagery Making Predictions Anticipation Guides Adapting Anticipation Guides in Content Areas Imagine, Elaborate, Predict, and Confirm (IEPC) Question Generation Active Comprehension ReQuest box 6.3 / Best Practices Expectation Outlines Your Own Questions Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 7        Guiding Reader—Text Interactions Organizing Principle Chapter Overview Frame of Mind Instructional Strategies The KWL Strategy box 7.1 / what about Content Standards and Assessment? Discussion Webs Guided Reading Procedure (GRP) Intra-Act Discussion-Based Learning Scaffolding Student Talk Purposes and Types of Discussions Creating an Environment for Discussion Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 8        Writing to Learn Organizing Principle Chapter Overview Frame of Mind Integrating Reading and Writing Reading and Writing as Composing Processes Reading and Writing as Exploration, Motivation, and Clarification Exploratory Writing Activities Unsent Letters Biopoems Dialogues Admit Slips and Exit Slips Journal Writing Response Journals Double-Entry Journals (DEJs) Learning Logs Essay Writing RAFT Writing Assignments Use Discourse Forms in RAFT Assignments Guiding the Writing Process box 8.1 / what about Content Standards and Assessment? The Discovery Stage: Motivating, Generating, Planning, and Organizing BOX 8.2 / Best Practices Drafting Revising Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 9        Working Smart: Study Strategies and Guides Organizing Principle Chapter Overview Frame of Mind Searching for and Using Text Structure External Text Structure box 9.1 / what about Content Standards and Assessment? Internal Text Structure Signal Words in Text Structure Graphic Organizers box 9.2 / Evidence-Based Best Practice Using Graphic Organizers to Reflect Text Patterns Using Questions with Graphic Organizers Semantic (Cognitive) Mapping Writing Summaries Using GRASP to Write a Summary box 9.3 / Evidence-Based Best Practice Polishing a Summary Making Notes, Taking Notes Text Annotations A Note-Taking Procedure Study Guides Three-Level Guides Study Guides Based on Text Patterns Classroom Examples Selective Reading Guides Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 10      Bringing Students and Texts Together Organizing Principle Chapter Overview Frame of Mind Sociocultural Context for Literacy and Learning The Reader—Text—Activity Dynamic Collaborative Learning Dynamic The Engaged Learning Dynamic Designing and Planning Text-Centered Lessons Lesson Plan Formats BOX 10.1 / Lesson Plan for Vietnam and the Presidential Jigsaw B—D—A Instructional Framework Some More Examples of B—D—A-Centered Lessons Designing and Planning Units of Study Components of a Well-Designed Unit An Inquiry/Research Emphasis in Units of Study box 10.2 / Evidence-Based Best Practices A Multiple Text Emphasis in Units of Study Designing and Planning Collaborative Interactions Cooperative Learning Groups Small-Group Processes Underlying Cooperative Learning Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 11      Learning with Trade Books Organizing Principle Chapter Overview Frame of Mind box 11.1 / what about Content Standards and Assessment? Textbook Use in Today’s Classrooms Reasons Teachers Use Textbooks Problems with Using Textbooks Rationale for Using Trade Books Learning through Literature Learning with Nonfiction Books box 11.2 / Evidence-Based Best Practice Learning with Picture Books Learning with Fiction Books Learning with Multicultural Books box 11.3 / Evidence-Based Best Practice Books for Struggling Readers Using Trade Books in the Classroom Creating Classroom Libraries and Text Sets Self-Selected Reading Teacher Read-Alouds Literature Study in Content Areas box 11.4 / Evidence-Based Best Practice Promoting Response to Literature Writing As a Response to Literature Process Drama as a Heuristic Response Readers Theatre Idea Circles Looking Back, Looking Forward Minds On Hands On eResources extra   Chapter 12      Learning with Electronic Texts Organizing Principle Chapter Overview Frame of Mind box 12.1 / what about Content Standards and Assessment? New Literacies in Today’s Changing Classrooms Rationale for Electronic Texts Electronic Texts in the Classroom Learning with the Internet The Internet as a Motivational Resource The Internet as an Information Resource The Internet as a Communication Resource Strategies for Online Learning Internet Workshops Internet Inquiries Internet Projects WebQuests Looking Back, Looking Forward Minds On Hands On eResources extra   Appendix A: Affixes with Invariant Meanings Appendix B:  Commonly Used Prefixes with Varying Meanings Appendix C: Graphic Organizers with Text Frames Bibliography Name Index Subject Index