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Other titles in the Solving Problems in the Teaching of Literacy series:

Comprehension Across the Curriculum: Perspectives and Practices K-12 (Solving Problems in the Teaching of Literacy)

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Comprehension Across the Curriculum: Perspectives and Practices K-12 (Solving Problems in the Teaching of Literacy) Cover

 

Synopses & Reviews

Book News Annotation:

Methods for supporting reading comprehension across the content areas in grades K-12 are presented. The book offers guidelines on selecting nonfiction texts, ideas for fostering student engagement, and overviews of theoretical perspectives and current research. Special attention is given to integrating out-of-school literacies into instruction and developing comprehension in English language learners. Chapters present general techniques for primary, elementary, middle, and high school grades, and techniques to use in content areas including math, social studies science. A few templates, worksheets, and examples of student work are included. Ganske teaches literacy in the Graduate Teacher Education Program at Oberlin College. Fisher teaches language and literacy education at San Diego State University. Annotation ©2010 Book News, Inc., Portland, OR (booknews.com)

Synopsis:

Successful students use comprehension skills and strategies throughout the school day. In this timely book, leading scholars present innovative ways to support reading comprehension across content areas and the full K-12 grade range. Chapters provide specific, practical guidance for selecting rewarding texts and promoting engagement and understanding in social studies, math, and science, as well as language arts and English classrooms. Cutting-edge theoretical perspectives and research findings are clearly explained. Special attention is given to integrating out-of-school literacies into instruction and developing comprehension in English language learners.

About the Author

Kathy Ganske, PhD, is Professor of the Practice of Literacy and Director of Graduate Elementary Education at Vanderbilt University. She has been involved in using, refining, and teaching about word study practices for over 25 years. Her work is grounded in extensive teaching experience in elementary classrooms. Dr. Ganske's current research interests include discussion during small-group word study instruction and literacy teacher preparation. She is the author or coauthor of several books, including  Word Journeys, Word Sorts and More and Mindful of Words, as well as numerous articles and book chapters.

Douglas Fisher, PhD, is Professor of Language and Literacy Education in the College of Education at San Diego State University and a classroom teacher at Health Sciences High and Middle College in San Diego. He is a recipient of the Celebrate Literacy Award from the International Reading Association, the Paul and Kate Farmer English Journal Writing Award from the National Council of Teachers of English, and a Christa McAuliffe Excellence in Teacher Education Award from the American Association of State Colleges and Universities. Dr. Fisher has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as many books.

Table of Contents

Introduction, Kathy Ganske and Douglas Fisher

I. Theoretical Perspectives

1. To Understand: The Small Changes That Make a Big Difference, Ellin Keene

2. Comprehension in the Elementary Grades: The Research Base, Kathryn L. Roberts and Nell K. Duke

3. Comprehending in the Subject Areas: The Challenges of Comprehension, Grades 7–12, and What to Do about Them, Elizabeth Birr Moje

II. Classroom and School Applications

4. Comprehension in the Primary Grades, Diane Barone

5. Active Thinking and Engagement: Comprehension in the Intermediate Grades, Kathy Ganske

6. Promoting Comprehension in Middle School and High School: Tapping into Out-of-School Literacies of Our Adolescents, Xiufang Chen and Valarie G. Lee

7. Thinking and Comprehending in the Mathematics Classroom, Douglas Fisher, Nancy Frey, and Heather Anderson

8. Comprehension in Social Studies, Donna Ogle

9. Comprehension Connections to Science, Maria Grant

10. Comprehension Instruction: Using Remix as a Tool for Meaning Making, Diane Lapp and Jesse Gainer

11. Developing Comprehension in English Language Learners: Research and Promising Practices, Diane August and Jennifer Letcher Gray

12. Selecting and Using Nonfiction in Grades K–12 Social Studies and Science, Donna L. Knoell

III. Historical Perspectives

13. The Roots of Reading Comprehension Instruction, P. David Pearson

Product Details

ISBN:
9781606235119
Subtitle:
Perspectives and Practices K-12
Author:
Ganske, Kathy
Editor:
Fisher, Douglas
Author:
Fisher, Douglas
Publisher:
The Guilford Press
Subject:
Literacy
Subject:
Reading Skills
Subject:
Teaching Methods & Materials - Reading
Subject:
Teaching Methods & Materials - Reading & Phonics
Subject:
Interdisciplinary approach in education
Subject:
Language arts - Cor
Subject:
Education-Teaching Reading and Writing
Edition Description:
Trade Paper
Series:
Solving Problems in the Teaching of Literacy
Publication Date:
20091228
Binding:
Hardback
Grade Level:
from K up to 12
Language:
English
Illustrations:
Y
Pages:
335
Dimensions:
9 x 6 in
Age Level:
05-17

Related Subjects

Education » General
Education » Teaching » Reading
Education » Teaching » Reading and Writing
Reference » Readers Reference
Reference » Reading

Comprehension Across the Curriculum: Perspectives and Practices K-12 (Solving Problems in the Teaching of Literacy) New Trade Paper
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Product details 335 pages Guilford Publications - English 9781606235119 Reviews:
"Synopsis" by ,

Successful students use comprehension skills and strategies throughout the school day. In this timely book, leading scholars present innovative ways to support reading comprehension across content areas and the full K-12 grade range. Chapters provide specific, practical guidance for selecting rewarding texts and promoting engagement and understanding in social studies, math, and science, as well as language arts and English classrooms. Cutting-edge theoretical perspectives and research findings are clearly explained. Special attention is given to integrating out-of-school literacies into instruction and developing comprehension in English language learners.

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