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Other titles in the Jossey-Bass Education series:

Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice (Jossey-Bass Education Series)

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Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice (Jossey-Bass Education Series) Cover

 

Synopses & Reviews

Publisher Comments:

If students are to succeed they must learn to read well and the key to reading well is comprehension. Comprehension enables all students to fully discern, understand, and make meaning of both informational and narrative texts— and is vital for learning and literacy.

Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instructionprovides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.

This indispensable resource provides teacher educators, teachers, school leaders, administrators, policymakers, and other educators with the tools they need to put in place meaning-enhanced literacy instruction that can empower children to fulfill their potential and become good readers and learners.

Book News Annotation:

Educators from across the US suggest how teachers can enable students from preschool to adulthood to comprehend fully the information they read, hear, and view. They argue that merely asking students whether they understood correctly is not enough, that teachers must explain, model, or demonstrate how to understand.
Annotation c. Book News, Inc., Portland, OR (booknews.com)

Synopsis:

Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.

Synopsis:

If students are to succeed they must learn to read well and the key to reading well is comprehension. Comprehension enables all students to fully discern, understand, and make meaning of both informational and narrative texts— and is vital for learning and literacy.

Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.

This indispensable resource provides teacher educators, teachers, school leaders, administrators, policymakers, and other educators with the tools they need to put in place meaning-enhanced literacy instruction that can empower children to fulfill their potential and become good readers and learners.

About the Author

Cathy Collins Block is professor of education at Texas Christian University and a member of the national faculty of The University of Notre Dame. She has directed and served as principal investigator of six nationally funded research projects, published numerous research studies on compliance, and has served on the board of directors of a number of educational organizations.

Linda Gambrell is director, division of education at Clemson University. She has coauthored books on reading instruction and written numerous articles published in journals such as Reading Research Quarterly, The Reading Teacher, Educational Psychologist and Journal of Educational Research.

Michael Pressley is the professor of psychology at Michigan State University. He is an expert in comprehension processing in primary-level reading education. Pressley has received numerous awards for his research contributions in the fields of cognition, reading, and teaching.

Table of Contents

Tables, Figures, and Exhibits.

Foreword (Gerald G. Duffy).

Preface.

The Editors.

The Contributors.

Part One: New Directions in Comprehension Instruction.

Introduction: Improving Comprehension Instruction: An Urgent Priority (Linda B. Gambrell, Cathy Collins Block, and Michael Pressley).

1. Reconceptualizing Reading Comprehension (Anne P. Sweet and Catherine Snow).

2. The Thinking Process Approach to Comprehension Development: Preparing Students for Their Future Comprehension Challenges (Cathy Collins Block and Rebecca B. Johnson).

3. From Good to Memorable: Characteristics of Highly Effective Comprehension Teaching (Ellin Oliver Keene).

4. The Guided Reading Lesson: Explaining, Supporting, and Prompting for Comprehension (Gay Su Pinnell).

5. Instructional Components for Promoting Thoughtful Literacy Learning (Pamela J. Dunston).

Part Two: New Comprehension Lessons Across the Curriculum.

6. Differentiating Reading and Writing Lessons to Promote Content Learning (Karen D. Wood).

7. Parsing, Questioning, and Rephrasing (PQR): Building Syntactic Knowledge to Improve Reading Comprehension (James Flood, Diane Lapp, and Douglas Fisher).

8. Using Writing to Improve Comprehension: A Review of the Writing-to-Reading Research (Bena R. Hef.in and Douglas K. Hartman).

9. Research-Based Comprehension Practices That Create Higher-Level Discussions (Janice F. Almasi).

10. Goose Bumps and Giggles: Engaging Young Readers' Critical Thinking with Books from the Teachers' Choices Project and Graphic Organizers (Kathy N. Headley and Jean Keeler).

Part Three: Integrating Technology and Innovative Instruction.

11. Using Technology to Individualize Reading Instruction (David Rose and Bridget Dalton).

12. Computers, Kids, and Comprehension: Instructional Practices That Make a Difference (Linda D. Labbo).

13. Out of This World: Cyberspace, Literacy, and Learning (Victoria Gentry Ridgeway, Chris L. Peters, and Terrell Seawell Tracy).

14. Reading in the Digital Era: Strategies for Building Critical Literacy (Lisa Patel Stevens and Thomas W. Bean).

Part Four: Overcoming Comprehension Challenges.

15. Hitting the Wall: Helping Struggling Readers Comprehend (D. Ray Reutzel, Kay Camperell, and John A. Smith).

16. At-Risk Students: Learning to Break Through Comprehension Barriers (Lynn Romeo).

17. Helping Struggling Readers Make Sense of Reading (Irene W. Gaskins, Sally R. Laird, Colleen O'Hara, Theresa Scott, and Cheryl A. Cress).

Conclusion: Improving Comprehension Instruction: A Path for the Future (Michael Pressley).

Name Index.

Subject Index.

Product Details

ISBN:
9780787963095
Editor:
Block, Cathy Collins
Editor:
Gambrell, Linda B.
Editor:
Block, Cathy Collins
Editor:
Gambrell, Linda B.
Editor:
Pressley, Michael
Author:
chael Pressley
Author:
Block, Cathy Collins
Author:
Mi
Author:
Pressley, Michael
Author:
Gambrell, Linda B.
Editor:
Pressley, Michael
Publisher:
Jossey-Bass
Location:
San Francisco
Subject:
Teaching Methods & Materials - Language Arts
Subject:
Teaching Methods & Materials - Classroom Planning
Subject:
Aims & Objectives
Subject:
Reading comprehension
Subject:
Education-Teaching Guides
Subject:
Teaching & Learning (K-12)
Copyright:
Edition Number:
1st ed.
Edition Description:
Includes bibliographical references and indexes.
Series:
Jossey-Bass Education Series
Series Volume:
RN-0285
Publication Date:
September 2002
Binding:
HARDCOVER
Grade Level:
Professional and scholarly
Language:
English
Illustrations:
Yes
Pages:
448
Dimensions:
9.42x6.44x1.38 in. 1.59 lbs.

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Related Subjects

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Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice (Jossey-Bass Education Series) Used Hardcover
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$19.95 In Stock
Product details 448 pages Jossey-Bass - English 9780787963095 Reviews:
"Synopsis" by , Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.
"Synopsis" by , If students are to succeed they must learn to read well and the key to reading well is comprehension. Comprehension enables all students to fully discern, understand, and make meaning of both informational and narrative texts— and is vital for learning and literacy.

Co-published by Jossey-Bass and the International Reading Association, Improving Comprehension Instruction provides a comprehensive overview of current research, proven methods, and successful applications for designing and delivering effective comprehension instruction in K-12 classrooms across the curriculum. Featuring chapters written by noted experts in literacy, cognition, and teaching methodology, this much-needed volume examines the broad array of strategies that teachers can use to develop comprehension proficiency in all students, even those who have had limited previous success in reading. Each chapter focuses on a particular facet of comprehension, presenting research, model instructional practices, and steps needed to ensure that the instructional innovations are effectively adopted in the classroom. The book also highlights sample lessons, showing how comprehension can be prompted, modeled, or demonstrated by the teacher. Strategies for instructing students from urban at-risk or diverse linguistic backgrounds, for overcoming particular reading problems, and for making effective use of educational technology receive prominent attention.

This indispensable resource provides teacher educators, teachers, school leaders, administrators, policymakers, and other educators with the tools they need to put in place meaning-enhanced literacy instruction that can empower children to fulfill their potential and become good readers and learners.

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