An innovator from the beginning, Content Area Reading: Literacy and Learning Across the Curriculum—now in its seventh edition—is still anticipating the field’s cutting edge. This accessible text continues to focus on content literacy while adding strong coverage of technology, an increased emphasis on constructivism, dramatically revised coverage of diverse learners, as well as extensive information about professional development. Designed as an active learning tool complete with a wealth of real-world examples, Content Area Reading is organized to reflect new emphasis on reading and literacy instruction and includes a strong new chapter on using electronic texts and trade books in the classroom. “Nothing But Net” boxes guide readers to internet resources—as does this unique Website, developed specifically to provide access to content area activities, strategies, and sites.

The seventh edition of Content Area Reading retains all of the features of previous editions while making improvements in organization and overall coverage of teaching and learning strategies. Strategic learning, collaborative and cooperative grouping practices, the role that prior knowledge plays in comprehension and learning, learning with literature and technology, talking about texts, writing to learn, and instructional scaffolding before, during, and after reading represent major threads woven throughout the book, as well as topics for individual chapters.

Each chapter begins with a quotation to help the reader reflect on the theme of the chapter, a graphic overview to denote the inter-relation of key ideas, a set of “framing” questions, and an organizing principle. These items are placed at the start of the chapter in order to provide the reader with a sense of the text's major themes.

As you move from the role of student to the role of teacher, your own development as a professional will be critical to your success. Part 4 of Content Area Reading may be particularly useful to you as you examine your own beliefs and practices through a process of self-reflection and inquiry. Many teachers today find themselves in a process of change and transition as they reconsider instructional beliefs related to literacy and learning. Reflective teachers who inquire into what they do, how they do it, and why they do it will find that they are more likely to take risks and experiment with the kind of instructional alternatives described in this book—and more likely to use the resources provided on this Website.