Includes bibliographical references (pages 175-183) and index.

Machine generated contents note: ch. 1 Laying the Groundwork for Visible Learning for Literacy -- Evidence Base -- Meta-Analyses -- Effect Sizes -- Noticing What Works -- Learning From What Works, Not Limited to Literacy -- Teacher Credibility -- Teacher--Student Relationships -- Teacher Expectations -- General Literacy Learning Practices -- 1. Challenge -- 2. Self-Efficacy -- 3. Learning Intentions With Success Criteria -- Conclusion -- ch. 2 Surface Literacy Learning -- Why Surface Literacy Learning Is Essential -- Acquisition and Consolidation -- Acquisition of Literacy Learning Made Visible -- Leveraging Prior Knowledge -- Phonics Instruction and Direct Instruction in Context -- Vocabulary Instruction -- Mnemonics -- Word Cards -- Modeling Word Solving -- Word and Concept Sorts -- Wide Reading -- Reading Comprehension Instruction in Context -- Summarizing -- Annotating Text -- Note-Taking -- Consolidation of Literacy Learning Made Visible -- Rehearsal and Memorization Through Spaced Practice -- Repeated Reading -- Receiving Feedback -- Collaborative Learning With Peers -- Conclusion -- ch. 3 Deep Literacy Learning -- Moving From Surface to Deep -- Deep Acquisition and Deep Consolidation -- Deep Acquisition of Literacy Learning Made Visible -- Concept Mapping -- Discussion and Questioning -- Close Reading -- Deep Consolidation of Literacy Learning Made Visible -- Metacognitive Strategies -- Reciprocal Teaching -- Feedback to the Learner -- Conclusion -- ch. 4 Teaching Literacy for Transfer -- Moving From Deep Learning to Transfer -- Types of Transfer: Near and Far -- Paths for Transfer: Low-Road Hugging and High-Road Bridging -- Setting the Conditions for Transfer of Learning -- Teaching Students to Organize Conceptual Knowledge -- Students Identify Analogies -- Peer Tutoring -- Reading Across Documents -- Problem-Solving Teaching -- Teaching Students to Transform Conceptual Knowledge -- Socratic Seminar -- Extended Writing -- Time to Investigate and Produce -- Conclusion -- ch. 5 Determining Impact, Responding When the Impact Is Insufficient, and Knowing What Does Not Work -- Determining Impact -- Preassessment -- Postassessment -- Responding When There Is Insufficient Impact -- Response to Intervention -- Screening -- Quality Core Instruction -- Progress Monitoring -- Supplemental and Intensive Interventions -- Learning From What Doesn't Work -- Grade-Level Retention -- Ability Grouping -- Matching Learning Styles With Instruction -- Test Prep -- Homework -- Conclusion.