--- product_id: 3860955 title: "Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12" price: "€ 43.47" currency: EUR in_stock: true reviews_count: 10 url: https://www.desertcart.be/products/3860955-do-i-really-have-to-teach-reading-content-comprehension-grades store_origin: BE region: Belgium --- # Grades 6-12 focus Boosts critical thinking Writing-based comprehension Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 **Price:** € 43.47 **Availability:** ✅ In Stock ## Summary > 📖 Unlock the secret to teaching reading without losing your content edge! ## Quick Answers - **What is this?** Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 - **How much does it cost?** € 43.47 with free shipping - **Is it available?** Yes, in stock and ready to ship - **Where can I buy it?** [www.desertcart.be](https://www.desertcart.be/products/3860955-do-i-really-have-to-teach-reading-content-comprehension-grades) ## Best For - Customers looking for quality international products ## Why This Product - Free international shipping included - Worldwide delivery with tracking - 15-day hassle-free returns ## Key Features - • **Balanced Instruction:** Expert tips on harmonizing content mastery with literacy development for deeper student understanding. - • **College & Career Ready:** Equip students with critical reading skills proven to enhance academic success and lifelong learning. - • **Empower Content Teachers:** Transform your curriculum by integrating essential reading strategies without sacrificing content coverage. - • **Comprehension Constructors:** Innovative guides that help students articulate their thinking while reading, bridging reading and writing. - • **Proven Classroom Strategies:** Real-world examples and stories from diverse classrooms make implementation practical and relatable. ## Overview Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 by Cris Tovani is a highly-rated, practical guide that empowers content teachers to integrate reading comprehension strategies into their curriculum. With real classroom examples, writing-based comprehension tools, and a focus on critical thinking, this book bridges literacy and content mastery to prepare students for college and career success. ## Description Do I really have to teach reading? This is a question many teachers ask, wondering how they can add a new element to an overloaded curriculum. The answer is yes; if teachers want their students to learn complex new concepts in different disciplines, they need to help develop their students’ reading skills.In Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 , author Cris Tovani takes on the challenge of helping students apply reading comprehension strategies in any subject. Tovani shows how teachers can expand on their content expertise to provide the instruction students need to understand specific technical and narrative texts. Inside the book you’ll find: Examples of how teachers can model their reading process for students Ideas for supplementing and enhancing the use of required textbooks Detailed descriptions of specific strategies taught in context Stories from different high school classrooms to show how reading instruction varies according to content Samples of student work, including both struggling readers and college-bound seniors Comprehension Constructors : guides designed to help students recognize and capture their thinking in writing while reading Guidance on assessing students Tips for balancing content and reading instruction Tovani’s humor, honesty, and willingness to share her own struggles as a teacher make this a unique take on content reading instruction that will be valuable to reading teachers as well as content specialists. Review: A Must For All Content Teachers - As content teachers, we are very passionate about the content that we teach. We believe that the content is the number one thing. We have to cover all that material. That mentality forces us to abandon the things that matter most. Every content teacher should be a teacher of reading. Most don’t understand what that means. Tovani makes a very clear case for teaching strategies that help readers become better readers. She is very intentional about emphasizing content area literacy strategies. These strategies open up the minds of her students to believe that they can become good readers. This is a key to college and career readiness. Our teachers become bogged down in the step-by-step content area standards documents, and they often times ignore the accompanying literacy standards. Thinking is reading, and one cannot think without writing. Tovani’s book is well worth the time. Review: Leave it lying around in the breakroom (teachers won't read books administrators give them and they need to read this one). - Thoughtful. Practical. Being good readers probably resulted in many of us becoming teachers. The downside of that is that we have practiced the habits of good readers automatically since we were little. Cris Tovani breaks things down so that we can reflect on what we do when we read and make that explicit for our students. Everyone talks about the need to teach critical thinking. Teaching reading -not just scanning the words, but really reading: making connections, reflecting on causes, making predictions- is, if not THE answer to the question "Yes, I need to teach critical thinking, but how?", certainly a real and practical step in the right direction. I don't do everything the way she does and that is not the author's intent. I am not yet the expert teacher that I want to be, but after ten years in front of the classroom, I can honestly say that I am better able to serve my students thanks to the ideas presented in and generated by reading this book. ## Features - Great product! ## Technical Specifications | Specification | Value | |---------------|-------| | Best Sellers Rank | #99,599 in Books ( See Top 100 in Books ) #19 in Library Skills Teaching Materials #52 in Secondary Education #63 in Education Standards | | Customer Reviews | 4.6 out of 5 stars 255 Reviews | ## Images ![Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 - Image 1](https://m.media-amazon.com/images/I/61W-O1Y0P1L.jpg) ## Customer Reviews ### ⭐⭐⭐⭐⭐ A Must For All Content Teachers *by S***Y on November 20, 2021* As content teachers, we are very passionate about the content that we teach. We believe that the content is the number one thing. We have to cover all that material. That mentality forces us to abandon the things that matter most. Every content teacher should be a teacher of reading. Most don’t understand what that means. Tovani makes a very clear case for teaching strategies that help readers become better readers. She is very intentional about emphasizing content area literacy strategies. These strategies open up the minds of her students to believe that they can become good readers. This is a key to college and career readiness. Our teachers become bogged down in the step-by-step content area standards documents, and they often times ignore the accompanying literacy standards. Thinking is reading, and one cannot think without writing. Tovani’s book is well worth the time. ### ⭐⭐⭐⭐⭐ Leave it lying around in the breakroom (teachers won't read books administrators give them and they need to read this one). *by K***R on October 23, 2014* Thoughtful. Practical. Being good readers probably resulted in many of us becoming teachers. The downside of that is that we have practiced the habits of good readers automatically since we were little. Cris Tovani breaks things down so that we can reflect on what we do when we read and make that explicit for our students. Everyone talks about the need to teach critical thinking. Teaching reading -not just scanning the words, but really reading: making connections, reflecting on causes, making predictions- is, if not THE answer to the question "Yes, I need to teach critical thinking, but how?", certainly a real and practical step in the right direction. I don't do everything the way she does and that is not the author's intent. I am not yet the expert teacher that I want to be, but after ten years in front of the classroom, I can honestly say that I am better able to serve my students thanks to the ideas presented in and generated by reading this book. ### ⭐⭐⭐⭐ One of the more useful education textbooks I've ever read. *by J***I on April 22, 2012* This book addresses the question posed in its title: do teachers of content other than language arts really need to teach their students how to read in their content areas? Not surprisingly, the author's answer to that question is a resounding "yes". Somewhat surprisingly, she makes a good enough case for that answer that many if not most readers of the book will be persuaded. Reading a math textbook (or other math instructional material) or science, or history, or even industrial arts, all require different skills than reading a novel, and for the most part, different from each other. Each content area has its own jargon, its own standard methods of expressing its concepts, and its own priorities in terms of what students need to be looking for when they read. A student who is a good reader of literature may or may not be able to figure out, on their own, how to transfer those skills to the reading of other content areas. Some will manage it, others will need explicit instruction. It is the job of the teachers of those content areas to make sure that their students are given that explicit instruction. Some strategies and skills will have value for several areas; some may even apply across the board. But it's important for teachers to help students see how reading in their particular content areas differs from reading elsewhere, and what strategies will NOT apply. It seems obvious to say that looking for plot, characterization, and symbolism, while helpful in the reading of literature, will not be of any use in reading a math or science text, and students probably would not consciously do so. But if that's how they're used to approaching a reading assignment, they may find that they have no skills to replace those with in order to make sense of their assignment; they may not be aware that that lack is what is making the reading difficult. That's where explicit instruction comes in: point out to them how they are used to reading and the obvious ineffectiveness of those skills to the job at hand, and then give them some suggestions of approaches to replace those with. This is the gist of this book, and it's a very good point that needs to be made. What's more, the book is written in a very accessible, conversational style, with a minimum of ed-psych jargon. It contains many helpful suggestions of ways to help struggling readers, both in general and in regard to specific content areas. Highly recommended. --- ## Why Shop on Desertcart? - 🛒 **Trusted by 1.3+ Million Shoppers** — Serving international shoppers since 2016 - 🌍 **Shop Globally** — Access 737+ million products across 21 categories - 💰 **No Hidden Fees** — All customs, duties, and taxes included in the price - 🔄 **15-Day Free Returns** — Hassle-free returns (30 days for PRO members) - 🔒 **Secure Payments** — Trusted payment options with buyer protection - ⭐ **TrustPilot Rated 4.5/5** — Based on 8,000+ happy customer reviews **Shop now:** [https://www.desertcart.be/products/3860955-do-i-really-have-to-teach-reading-content-comprehension-grades](https://www.desertcart.be/products/3860955-do-i-really-have-to-teach-reading-content-comprehension-grades) --- *Product available on Desertcart Belgium* *Store origin: BE* *Last updated: 2026-08-22*