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Other titles in the Solving Problems in the Teaching of Literacy series:
Explaining Reading, Second Edition: A Resource for Teaching Concepts, Skills, and Strategies (Solving Problems in the Teaching of Literacy)
Synopses & Reviews
This bestselling teacher resource and widely adopted text demonstrates the "whats," "whys," and "how-tos" of explicit reading instruction for struggling K-8 learners. The book describes 23 skills and strategies associated with vocabulary, comprehension, word recognition, and fluency. Ways to explain each skill or strategy are illustrated in real-world examples that teachers can use as starting points for their own lessons. Retaining the straight-talking style that made the prior edition so popular, the second edition has been revised and updated to reflect reader feedback and the latest research.
This trusted teacher resource and widely adopted text presents effective ways to demystify essential reading skills and strategies for K-8 students who are struggling. It has been fully revised to focus on the Common Core State Standards (CCSS) for English language arts. Following a concise introduction to the CCSS and explicit teaching, 30 engaging examples show how to be explicit when teaching each Literature, Informational Text, and Foundational Skills standard. Grounded in authentic reading tasks that teachers can adapt for their classrooms, the examples guide teachers to differentiate instruction, model and scaffold learning, assess student skills, and align reading instruction with Common Core writing standards.
New to This Edition
*Significantly revised and restructured with a CCSS focus.
*The teaching examples are all new or revised.
*Provides practical ways to develop "close reading" of text.
*Incorporates recent research on authentic tasks and adaptive teaching.
About the Author
Gerald G. Duffy, EdD, is the William Moran Distinguished Professor of Literacy and Reading at the University of North Carolina at Greensboro. Dr. Duffy spent 25 years teaching teachers how to teach reading and conducting research on classroom reading instruction at Michigan State University, where he was a Senior Researcher in the Institute for Research on Teaching and where he holds the rank of Professor Emeritus. He is also a former elementary and middle school teacher. A past President of the National Reading Conference and a member of the Reading Hall of Fame, Dr. Duffy has worked with teachers and children across the United States and overseas, has written and edited several books on reading instruction, and has published over 150 articles and research studies, with an emphasis on explicit teaching and teacher development.
Table of Contents
I. Background to Explaining
1. The Foundation: Keeping the Main Thing the Main Thing
2. Skills and Strategies to Be Learned
3. Explaining the Forest as Well as the Trees
4. How to Use Part II of This Book
5. Decisions, Decisions, Decisions!
II. Examples of How to Explain
Examples for Explaining Vocabulary
Example 1. Teaching Word Meanings Directly
Example 2. Using Semantic Maps to Develop Word Meaning
Example 3. Using Context to Figure Out Word Meanings
Example 4. Structural Analysis
Examples for Explaining Comprehension Strategies
Example 5. Predicting
Example 6. Monitoring, Questioning, and Repredicting
Example 7. Imaging
Example 8. Inferring
Example 9. Look-Backs as Fix-It Strategies
Example 10. Main Ideas
Example 11. Theme
Example 12. Summarizing
Example 13. Drawing Conclusions
Example 14. Evaluating
Example 15. Synthesizing
Examples for Explaining Word Recognition
Example 16. Attending to Print Detail
Example 17. Recognizing Words at Sight
Example 18. Phonemic Awareness
Example 19. LetterSound Association
Example 20. Decoding by Analogy
Example 21. Context and Phonics in Combination
Examples for Explaining Fluency
Example 22. Quick Recognition of Look-Alike Words
Example 23. Intonation and Phrasing
Appendix: Additional Practical Teaching Resources
What Our Readers Are Saying