Synopses & Reviews
Now in its third edition, Teaching Reading Comprehension Processes
is a comprehensive and eclectic text that encourages critical thinking
and challenges readers to examine preconceived ideas about teaching
comprehension. Renowned comprehension expert Judith Irwin presents
an overview of the relationship among the reader, the text, and the situation,
and how it affects the reading process. In light of the increasingly
diverse constitution of the U.S. student body, she suggests that we
view the classroom, the school, and the community as connected parts of a
larger society, and offers a rich collection of studies and research
from over 35 years experience as a wonderful resource for pre-service and
practicing teachers.
New features to this edition include:
• Current perspectives on teaching critical literacy, media literacy,
and computer literacy to highlight the importance of information
conveyed through popular culture, images, and song.
• Updated examples of the effect of the socio-cultural context on reading
comprehension.
• A wealth of practical applications combining holistic practices
with cognitive teaching.
Synopsis
Now in its third edition, Teaching Reading Comprehension Processes
is a comprehensive and eclectic text that encourages critical thinking
and challenges readers to examine preconceived ideas about teaching
comprehension. Renowned comprehension expert Judith Irwin presents
an overview of the relationship among the reader, the text, and the situation,
and how it affects the reading process. In light of the increasingly
diverse constitution of the U.S. student body, she suggests that we
view the classroom, the school, and the community as connected parts of a
larger society, and offers a rich collection of studies and research
from over 35 years experience as a wonderful resource for pre-service and
practicing teachers.
New features to this edition include:
Current perspectives on teaching critical literacy, media literacy,
and computer literacy to highlight the importance of information
conveyed through popular culture, images, and song.
Updated examples of the effect of the socio-cultural context on reading
comprehension.
A wealth of practical applications combining holistic practices
with cognitive teaching.
"
Synopsis
Now in its third edition, Teaching Reading Comprehension Processes
is a comprehensive and eclectic text that encourages critical thinking
and challenges readers to examine preconceived ideas about teaching
comprehension. Renowned comprehension expert Judith Irwin presents
an overview of the relationship among the reader, the text, and the situation,
and how it affects the reading process. In light of the increasingly
diverse constitution of the U.S. student body, she suggests that we
view the classroom, the school, and the community as connected parts of a
larger society, and offers a rich collection of studies and research
from over 35 years experience as a wonderful resource for pre-service and
practicing teachers.
New features to this edition include:
• Current perspectives on teaching critical literacy, media literacy,
and computer literacy to highlight the importance of information
conveyed through popular culture, images, and song.
• Updated examples of the effect of the socio-cultural context on reading
comprehension.
• A wealth of practical applications combining holistic practices
with cognitive teaching.
Table of Contents
Preface
Acknowledgments
CHAPTER ONE
Comprehension Processes: An Overview
TRADITIONAL SUBSKILL MODELS AND METHODS
COMPREHENSION PROCESSES
SOCIO-CULTURAL CONTEXTS
AN EXAMPLE
A FINAL NOTE
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER TWO
Comprehension Process Teaching
RESEARCH-BASED SOCIO-CULTURAL TEACHING PRACTICES
MEANINGFUL AND AUTHENTIC READING ACTIVITIES
AMOUNT OF READING
DISCUSSIONS
PROCESS INSTRUCTION
WRITING FOR COMPREHENSION
QUESTIONS ON CONTENT (MEANING) AND PROCESS (MAKING)
CULTURALLY RESPONSIVE AND RELEVANT TEACHING
A NOTE ABOUT INSTRUCTIONAL METHODS
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER THREE
Understanding and Connecting Sentences
COMPREHENDING SENTENCES
CHUNKING
SELECTING DETAILS
CONNECTING SENTENCES
ANAPHORA
CONNECTIVES
SLOT-FILLING INFERENCES
LOCAL VERSUS GLOBAL CONNECTIONS
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
SAMPLE RESOURCES FOR READERS’THEATER
REFERENCES
CHAPTER FOUR
Understanding the Whole
STORY GRAMMARS
ORGANIZATIONAL PATTERNS IN EXPOSITORY MATERIALS
SELECTING IMPORTANT INFORMATION IN NONFICTION MATERIALS
SUMMARIZING
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER FIVE
Elaborating
ELABORATIVE PROCESSES
PREDICTION
OTHER PRIOR-KNOWLEDGE ELABORATIONS
MENTAL IMAGERY
VISUAL LITERACY
AFFECTIVE AND AESTHETIC RESPONSE
HIGHER-LEVEL THINKING
CRITICAL LITERACY
FINAL CONSIDERATIONS FOR TEACHING ELABORATION
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER SIX
Metacognition: Selecting, Evaluating, and Regulating Strategies
ADJUSTING STRATEGIES ACCORDING TO CONTEXT
COMPREHENSION MONITORING
READING FOR REMEMBERING: STUDYING
COMPUTER LITERACY
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
SELECTED RESOURCES FOR WEBQUESTS
CHAPTER SEVEN
Reader Contexts: Who Is Reading?
PRIOR KNOWLEDGE
MOTIVATION
CULTURAL DIFFERENCES
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER EIGHT
Text Contexts: What Is Being Read?
READABILITY
MATCHING STUDENTS WITH MATERIALS
BIAS IN SCHOOL READING MATERIALS
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER NINE
Situational Contexts: Why, When, and Where Are They Reading?
THE COMPREHENSION TASK
THE SOCIAL CONTEXT
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
CHAPTER TEN
Integrating Assessment and Instruction
STANDARDIZED TESTS OF COMPREHENSION ABILITY
MULTICONTEXT ASSESSMENT
ASSESSMENT OF RETELLINGS
THINKING ALOUD
PORTFOLIO ASSESSMENT
PRESCRIPTIVE TEACHING EXAMPLES
A FINAL NOTE: “OUTER CONTEXT”
SUMMARY
SELF-CHECK TEST
SUGGESTED ACTIVITIES
REFERENCES
Answers to True or False Questions
Index