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VOYATovani, author of I Read It, But I Don't Get It (Stenhouse 2000), is ready with an answer to her own question in this book. It is yes—if secondary teachers want youth to make meaningful connections to their content, they all need to incorporate reading instruction within their curriculum. In a conversational tone full of anecdotes from her own experience as a high school reading specialist, Tovani discusses the need to really examine what and why educators are asking students to read. She emphasizes the importance of explicit instruction and mental modeling of how good readers construct meaning from a text—and then shares examples of how these strategies can differ depending on the task at hand. By incorporating a few of these strategies, students learn to "hold" their thinking while reading and make more connections to it. Although there is an extensive appendix of forms to use, this book is not a quick fix, black outline master book of activities. Teachers looking for easy answers will be disappointed and lost by the author's sometimes wandering discussion of her own philosophy and reading instruction practices. Instead Tovani offers something more meaningful and useful by delving deeply into the reading process and the psyches of adolescents. This book deserves a place on all secondary educators' bookshelves and will have those who read it examining their own reading strategies by the end. Not only will their reading improve, but their students' reading will as well. Professional 2004, Stenhouse, 138p.; Photos. Charts. Biblio. Appendix., pb. Ages adult professional.
—Rebecca Hogue Wojahn