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Other titles in the Solving Problems in the Teaching of Literacy series:
Comprehension Process Instruction: Creating Reading Success in Grades K-3 (Solving Problems in the Teaching of Literacy)by Cathy Collins Block
Synopses & Reviews
Book News Annotation:
Block (education, Texas Christian University) presents innovative tools for helping students increase their ability to make meaning from texts. Focus is on teaching comprehension processes employed by expert readers, using a sequenced combination of whole-class activities, hand movements, metacognitive strategies, and independent reading. Teachers are taken step by step through implementing the approach with diverse students, including English-language learners and students with special needs. The book features lesson plans, reproducible activities, and visual aids, plus fiction and nonfiction book lists.
Annotation ©2004 Book News, Inc., Portland, OR (booknews.com)
Filling a crucial gap in the literature, this immensely practical volume presents innovative tools for helping K-3 students significantly increase their ability to make meaning from texts. The focus is on teaching the comprehension processes employed by expert readers, using a carefully sequenced combination of whole-class activities, specially designed kinesthetic movements, metacognitive strategies, and independent reading. Teachers are taken step by step through implementing the authors' research-based approach with diverse students, including English-language learners and children with special needs. Designed in a convenient, large-size format, the book features clear lesson plans and reproducible activities and visual aids, together with fiction and nonfiction book lists. An invaluable resource for helping teachers meet the mandates of No Child Left Behind, the volume is also ideal for use in preservice and inservice training. Every chapter concludes with thought-provoking exercises, activities, and discussion topics.
About the Author
Cathy Collins Block, PhD, is Professor of Education at Texas Christian University. She has directed eight nationally funded research projects related to comprehension instruction, teaching comprehension, teacher education, and professional development.
Lori L. Rodgers, MS, has taught kindergarten for nine years. She has conducted a national study to validate the effectiveness of the materials contained in this book, and is the director of a national network of educators working to advance the comprehension instruction of young children.
Rebecca B. Johnson, MS, has taught primary-age children for several years. She was involved in the creation of the comprehension process approach and participated in the research underlying the lessons in this book.
Table of Contents
1. Daily Comprehension Instruction in a New Era for Our Changing Students
2. Strand l of CPI in Grades K-3: Student-Initiated Comprehension Process Motions, Thinking Guides, and Direct Instruction
3. Strand 2 of CPI in Grades K-3: Instruction at the Point of Need
4. Strand 3 of CPI in Grades K-3: Increasing Students' Voices and Choices Builds Comprehension Abilities
5. CPI Lessons That Increase Literal Comprehension of Fiction
6. CPI Lessons That Increase Literal Comprehension of Nonfiction
7. Teaching Students to Infer, Predict, and Interpret Fiction and Non-Fiction
8. Teaching Imagery: Looking Up and Away without Moving Too Far from the Text
9. Teaching Metacognition
10. Assessment of Comprehension
Appendix: Reproducible Forms
What Our Readers Are Saying
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