• Introduction
• The Importance Of Critical Thinking And Critical Reading
  • Author's Motives and Credentials
  • Propaganda
  • Advertisements
  • Systems Thinking
• The Changing Nature Of Literacy
  • New Definitions of Literacy
  • Impact of Electronic Features on
    • Access
    • Manipulation
    • Use
  • Impact of Electronic Features on Writing and Constructing
    • Access
    • Manipulation
    • Use
• The Directed Reading-Thinking Activity
  • Links Between the Strategy and Electronic Materials
  • Assumptions Underlying the DRTA
  • Aspects of the Reading-Thinking Process
    • Declaring Purposes for Reading
    • Reasoning While Reading
    • Making Judgments During and After Reading
  • The Teacher's Role in Group DRTAs
    • Asking Questions
    • Leading Group DRTAs
    • Facilitating Independent DRTAs
  • The Student's Role in Group DRTAs
    • Examining Evidence
    • Making Hypotheses and Predictions
    • Finding Proof
    • Suspending Judgment
    • Making Decisions
  • The Role of Interaction in Group DRTAs
  • The Role of Reading Materials
  • Independent DRTAs
    • Benefits of Independent DRTAs
    • Weaning Students from Group Instruction
• Purposeful Use Of The DRTA And Other Strategies With Electronic Materials
  • Modeling the Use of Electronic DRTAs
    • Fiction
    • Nonfiction
  • Independent Electronic DRTAs
  • Thinking About Behaviors Fostered by DRTA Strategies
• Specific Materials That Students Can Read Electronically
  • Fiction Materials
  • Nonfiction Materials
• Summary
• Activities
• Software
• For Further Reading