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Other titles in the Solving Problems in the Teaching of Literacy series:
Fostering Comprehension in English Classes: Beyond the Basics (Solving Problems in Teaching of Literacy)by Raymond Philippot
Synopses & Reviews
Book News Annotation:
Philippot (English, St. Cloud U.) and Braves (literacy education, U. of Minnesota) provide a guide for middle and secondary school English teachers to help students of all reading levels improve their comprehension skills. They stress five aspects of comprehension drawn from a 2000 National Reading Panel report--teaching learning from text, understanding specific topics, responding to literature, comprehension strategies such as summarizing, predicting, and being metacognitive, and higher-order thinking. After describing instructional approaches for each, they also discuss vocabulary instruction and provide classroom vignettes illustrating their ideas. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com)
This valuable, research-based guide gives middle and secondary English teachers the tools they need to improve the comprehension skills of all their students. Core chapters explain specific practices for fostering learning from texts; leading students to a thorough, lasting understanding of subject matter; nurturing meaningful responses to literature; explicitly teaching comprehension strategies; and engaging students in higher-order thinking. An additional chapter highlights vocabulary instruction. Throughout, attention is given to building comprehension skills in a diverse range of students, from high achievers to struggling readers and English language learners. A wealth of hands-on materials are featured, including lesson plans, scaffolded reading experiences, and a richly detailed example of a teaching unit that shows how all facets of comprehension instruction can be brought together in the classroom.
A valuable, research-based guide, this resource gives middle and secondary English teachers the tools they need to improve the comprehension skills of all their students. It includes such hands-on materials as lesson plans, scaffolded reading experiences, and more.
About the Author
Raymond Philippot, PhD, is Department Chair and Professor of English at St. Cloud State University, St. Cloud, Minnesota. Dr. Philippots research interests include whole-class discussions of literature, resources for struggling readers, and reading comprehension at the secondary level. Prior to joining the faculty at St. Cloud State University, he taught high school English in Kansas and Minnesota. He currently serves as the English Education Chair for the Minnesota Council of Teachers of English.
Michael F. Graves, PhD, is Professor Emeritus of Literacy Education at the University of Minnesota and a member of the Reading Hall of Fame. His research, development, and writing focus on vocabulary learning and instruction and comprehension instruction. Dr. Graves has served as the Editor of the Journal of Reading Behavior and as the Associate Editor of Research in the Teaching of English. Widely published, he currently serves as a consultant on comprehension strategies, vocabulary instruction, and text difficulty.
Table of Contents
1. Our Take on Adolescent Literacy
2. Fostering Learning from Text
3. Teaching for Understanding
4. Fostering Responses to Literature
5. Teaching Comprehension Strategies
6. Teaching Higher-Order Thinking Skills
7. Vocabulary Instruction in English Classes
8. Comprehension in Context
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