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Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools, commissioned by Carnegie Corporation of New York and published by the Alliance for Excellent Education, discusses eleven specific teaching techniques that research suggests will help improve the writing abilities of the country’s 4th- to 12th-grade students. Writing to Read: Evidence for How Writing Can Improve Reading, a Report from Carnegie Corporation of New York Writing in the 21st Century: A report from the National Council of Teachers of English Proven Instructional Practices for High Quality Writing National Commission on Writing: The Neglected "R": The need for a writing revolution

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 * Research Based Reading Comprehension Instruction - Metacognitive Strategies **
 * Robb, L. (1993). Rethinking content area reading. Chapter 1 in Teaching reading in social studies, science, and math (pp. 9-30). New York, NY: Scholastic.
 * Tovani, C. (2000). What do you wonder? In C. Tovani. I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME: Stenhouse.
 * Videos about Think-alouds
 * [|Constructing Meaning from Written Text on YouTube]
 * Lapp, D., Fisher, D., & Grant, M. (2008). “You can read this text – I’’ll show you how”: Interactive comprehension instruction. Journal of Adolescent Literacy, 51(5), 372-383.
 * Block, C.C. & Israel, S. E. (2004). The ABCs of performing highly effective think-alouds. The Reading Teacher, 58(4), 154-167.


 * Diverse Text **
 * Robb, L. (2002). Multiple texts: Multiple opportunities for teaching and learning. Voices from the Middle, 9(4), 28-32.


 * Structuring a Content-Area Reading/Thinking Lesson **
 * [|Extended Text Discussions] for Blog Post #2 Assignment
 * (YouTube Video) [|Using Interactive Whiteboards to Model Reading Comprehension Strategies] (e.g., "Talking to the Text")

**Engaging Readers and Connecting Your Lessons to Their Lives**
 * Guthrie, J. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading & Writing Quarterly, 19, 59-85.


 * Getting Their Attention **
 * Billman, L. (2002). Aren't these books for little kids? Educational Leadership, 48-51.
 * Wood, K. D., Lapp, D., Flood, J., & Taylor, D. B. (2008). Extended anticipation guide: Guiding readers through text: Strategy guides for new times. Newark, DE: International Reading Association.

**Readability Concerns**
 * Johnson (2000)

**Vocabulary Workshop**
 * Schwartz & Raphael (1985). Concept of definition: A key to improving student's vocabulary.
 * Simmons (2002). Visualizing Vocabulary. The Quarterly, Summer Issue.

**Critical Reading On The Internet**
 * Coiro, J. (2005). Making sense of online text. //Educational Leadership, 63//, 30-35.
 * Coiro, J. (2009). Rethinking reading assessment in a digital age. Educational Leadership.


 * Using Assessments to Guide Learning **
 * Wood, K. D., Taylor, D. B., Drye, B., & Brigman, M. J. (2007). Assessing students’ understanding of informational text in intermediate- and middle-level classrooms. In J. R. Paratore & R. L. McCormack. (Eds). Classroom literacy assessment: Making sense of what students know and do. New York, NY: Guilford Press.
 * Guskey, T. R. (2008). The rest of the story. Educational Leadership, 65, 28-35.

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