Now in its second edition, Reading and the High School Student presents the issues and trends for improving literacy learning in secondary schools. Perfect for both pre-service and in-service teachers, the book emphasizes classroom applications and offers solutions for the development of literacy programs at the school and district levels.   Irvin, Buehl, and Klemp deliver a practical, concise, and balanced introduction to literacy topics, lending special attention to the needs of the struggling reader and the English language learner. The text includes a wealth of strategies with real classroom examples that teachers can implement in their own classrooms, making the book a valuable and handy reference.   New features to this edition include:   -Focus on adolescent literacy as addressed by No Child Left Behind (NCLB) and its consequences for high school students.   -Myriad suggestions on how to close the achievement gap and ideas for tutoring.   -Extensive coverage of multiple literacies and media literacy within the context of high school classes.

Table of Contents:
Chapter 1: ADOLESCENT LITERACY             The Neglect of Adolescent Literacy             Rediscovering Adolescent Literacy             Impact of Federal and State Mandates on Adolescent Literacy             School-wide Approaches to Improving Adolescent Literacy             Purpose and Overview of the Book             Summary             Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book             Chapter 2: LITERACY LEARNING             What Teachers See: Symptoms of Ineffective Learning                         Metaphor #1: The Trip With No Scenery                         Metaphor #2: Ping Pong Reading                         Metaphor #3: Mindless Routines                         Metaphor #4: Consumers and Extraterrestrials                         Metaphor #5: Freeloading and First Down Punting                         Metaphor #6: World Brains and School Brains             Interactive Reading and Learning                         Schema Theory Metacognition Scaffolding             Literacy Practice of Strong Readers                         The Learner                         The Text                         The Context       Reading/Writing Connections             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book             References   Chapter 3: LEARNING ENVIRONMENTS THAT MOTIVATE STUDENTS             Classroom Negotiations: The Teacher as Mediator             Mediated Instruction and the Gradual Release of Responsibility             Mediated Instruction and Prior Knowledge                         The Teacher as Coach and Mentor             Motivation and Engagement                         Making Connections to Students’ Lives Creating Safe and Responsive Classrooms                         Having Students Interact with Each Other and With Text             Using Classroom Discussion to Motivate Students             Classroom Talk that is Accountable                         Think-Pair-Share                         The Discussion Web Cooperative Literacy                         Directed Reading Sequence             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book             References   Chapter 4: ASSISTING STRUGGLING READERS             The Status of Reading Proficiency in the United States             Helping Struggling Readers Become Strong Readers                         English Language Learners             Strategies for Struggling Readers                         Interactive Reading Guides             Summary             Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 5: THE DEMANDS OF TEXT             The Transition to Informational Text             Kinds of Text                         Narrative Text                         Expository Text             Helping Students Understand Text Structure             Difficulty with Content Area Textbooks                         Content and Strategic Knowledge                         Classroom Experiences with Textbooks                                     The Task                                     PIC: A Textbook Previewing Guide                                     Double S: Signal Words that Indicate Structure             Using and Evaluating Textbooks             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 6: VOCABULARY KNOWLEDGE             The Importance of Vocabulary Knowledge             Factors in Vocabulary Acquisition                         Knowing Words                         Morphology                         Context                         Definitions                         Size and Growth of Vocabulary             Metalinguistic Awareness             Choosing Words for Instruction                         Known Concepts                         Synonym/Anonyms or Multiple Meaning Words                         Unknown Concept             Guidelines for Instruction                         Help Students Become Independent Word Learners                         Encourage Active Involvement and Deep Processing of Words                         Provide Multiple Opportunities to Use Words Help Students Develop a Good Attitude about Learning Words Outside of the Classroom     Foster Extensive Reading Outside of Class             Vocabulary Strategies                         Possible Sentences                         List-Group-Label                         Inductive Vocabulary Search                         Concept Maps                         Word Family Trees             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 7: USING PRIOR KNOWLEDGE             The Role of Prior Knowledge in Reading                         Activating Prior Knowledge                      Assessing the Knowledge Base of Students                         Misconceptions             Prereading Strategies             Building Background Knowledge When Students Know Little about a Topic                         Predicting and Confirming Activity                         Visual Prediction Guide             Activating Knowledge when Students Know Something about a Topic                         A PreReading Plan (PREP)                         Anticipation Guides             Organizing Knowledge when Students Know a Great Deal about a Topic                         Graphic Representations/Organizers                                     Cloze Graphic Organizers                         Semantic or Concept Mapping             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 8: COMPREHENDING TEXT             Strategies Strong Readers Use:  A Comprehension Model             Guidelines for Instruction             Comprehension Strategies             Teacher Guided Strategies                         Reciprocal Teaching                         K-W-L Plus                         Questioning the Author             Comprehension Monitoring Strategies A Self-Monitoring Approach to Reading and Thinking (SMART)                         Paired Readings             Study Guides                         Textbook Activity Guide             Graphic Organizers             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 9: USING STUDY STRATEGIES TO LEARN AND REMEMBER             Depth of Processing             Identifying Important Ideas                         Text Coding                         Underlining  or Highlighting             Generalizations about Strategic Learning Task Understanding is Critical to Strategic Learning Beliefs About Learning Influence How Students Read and Study Quality Instruction is Essential Cognitive and Metacognitive Processing Should be the              Instructional Focus It is Important to Teach a Variety of Research-Based Strategies             Question Generation and Answer Explanation                         Question Answer Relationships             Text Summarization                         Power Notes                         Summarizing             Student Generated Elaborations                         Elaborative Interrogations             Organizing Strategies                         Graphic Respresentations             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References   Chapter 10: ASSESSMENT THAT GUIDES INSTRUCTION             Characteristics of Quality Assessments             Using High Stakes and Other Standardized Tests             Curriculum-based Assessment             Traditional Teacher Assessments: Grades             Authentic Assessment                         Underlying Beliefs of Authentic Assessment             Authentic Assessment Design Technology to Show Mastery             Visual Demonstrations of Mastery                         Oral Demonstrations of Mastery                         Portfolio Assessment             Managing the Grading Load                         Focus Grading                         Monday for Comments                         Code Sheets                         Alternative Evaluators                         Writing Conferences                         Holistic Scoring with Rubrics             Summary Extending Learning Re-addressing the Talking Points Revisiting the Vignette                         Terms to Remember and Use                         Modifying Instruction for English Language Learners                         Beyond the Book References