O'Brian et al., 2009

2. “The challenge is to resist ______ to focus solely on autonomous notions of reading in the misguided belief that such an approach will magically produce higher test scores” (93-94).
3. “If adolescent readers are to read more and read more critically, then schools will have to _______” (87).
6. “Reading on the ______ is a crucial part of an expanded definition of proficient reading, although it is not yet clear what that complex proficiency entails” (87).
7. “We believe that students need to contextualize character actions in terms of larger conflicting sociohistorical and cultural norms operating in text worlds so that they learn to engage in critiques of the ________ forces shaping characters” (91).
8. “________ ranges and other readability measures are matched to grade equivalents” (85).

1. “Teachers need to provide ongoing support in offering ___________ in school for students to read critically the multimodal intermedial texts that they read outside of school” (95).
4. “Conversely, when students are engaged in reading to participate in ______ in which they value the purposes driving those_______, they are motivated to read well” (88).
5. “Not all proficient adolescent readers ___________ to read assigned readings in school, and many of them develop elaborate ways to succeed without engaging in school texts” (86).