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Teaching Reading Comprehension to Students with Learning Difficulties (The Guilford Series on Intensive Instruction)
by Sharon Vaughn Janette K. Klingner Alison BoardmanNow in a revised and expanded third edition, this important resource helps teachers understand how good readers comprehend text and how best to support students who are struggling. It presents effective instructional methods for learners at all grade levels, including those with reading disabilities. Every chapter translates state-of-the-art research into practical classroom applications. All facets of comprehension are addressed, including assessment, vocabulary, background knowledge, and text structure. Chapters also cover English learners, intensive intervention, and content literacy. Utility as a teacher guide and course text is enhanced by sample lesson plans, graphic organizers, and chapter-opening study questions. New to This Edition *Chapter on text selection and text structure. *Chapter on teachers' frequently asked questions, providing specific, actionable advice. *More than twice as many sample lesson plans. *Revised throughout with the latest research and teaching techniques.
Teaching Reading Comprehension to Students with Learning Difficulties, 2/E
by Sharon Vaughn Janette K. Klingner Alison BoardmanThis practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.
Teaching Reading Organically in the Early Childhood Classroom: Using the Key Vocabulary Approaches of Sylvia Ashton-Warner
by Selma WassermannThis book offers pre-service and practicing teachers the tools, materials, teaching strategies, and theoretical understandings to implement an organic reading program for beginning readers.Utilizing the work of Sylvia Ashton-Warner and field research carried out in nine multi-age early childhood classrooms, the book advocates for organic teaching methods to promote children’s love of reading and life-long literacy. Written in a narrative style, each chapter describes teaching strategies that are easily accessible and includes real-life classroom examples to make the implementation of an organic primary literacy program clear. With this approach, the book seeks to instill the desire and appreciation for reading; validates how books nurture and inform our lives; provides the tools and the skills to decode unknown words (word analysis skills); confirms how language is integral not only to reading but also to other language arts, such as spelling, word definitions, comprehension, reading aloud, and speaking; and provides the means for readers to make intelligent interpretations of text, from what is on the surface to those underlying meanings.This is a key resource for pre-service teachers and teacher educators in early literacy and early childhood curriculum courses, as well as reading specialists and students seeking teaching certification.
Teaching Reading Shakespeare
by John HaddonTeaching Reading Shakespeare is warmly and clearly communicated, and gives ownership of ideas and activities to teachers by open and explicit discussion. John Haddon creates a strong sense of community with teachers, raising many significant and difficult issues, and performing a vital and timely service in doing so. - Simon Thomson, Globe Education, Shakespeare’s Globe John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it. He analyses difficulty rather than ignoring it, marrying his own academic understanding with real sensitivity to the pupils’ reactions, and providing practical solutions. - Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, and author of 'How to be a Brilliant English Teacher', also by Routledge. Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ‘do’ Shakespeare. Providing a practical and critical discussion of the ways in which Shakespeare’s plays present problems to the young reader, the book considers how these difficulties might be overcome. It provides guidance on: confronting language difficulties, including ‘old words’, meaning, grammar, rhetoric and allusion; reading the plays as scripts for performance at Key Stage 3 and beyond; using conversation analysis in helping to read and teach Shakespeare; reading the plays in contextual, interpretive and linguistic frameworks required by examinations at GCSE and A Level. At once practical and principled, analytical and anecdotal, drawing on a wide range of critical reading and many examples of classroom encounters between Shakespeare and young readers, Teaching Reading Shakespeare encourages teachers to develop a more informed, reflective and exploratory approach to Shakespeare in schools.
Teaching Reading Sourcebook
by Paige C. Pullen Roxanne F. Hudson Bill Honig Jacalyn Mahler Linda Diamond Linda Gutlohn Carrie L. Cole Pamela Beard El-Dinary Holly B. LaneThe CORE Literacy Training Series gives teachers in grades K-8 the tools they need to become skillful reading teachers. The three titles in the series provide (1) thorough background and effective teaching methods, (2) a comprehensive classroom assessment system, and (3) a compilation of the research on which effective reading instruction is based.
Teaching Reading To English Language Learners: Differentiated Literacies
by Socorro Herrera Della Perez Kathy EscamillaA practical, research-based guide, Teaching Reading to English Language Learners gives ESL teachers and grade-level teachers the information and strategies they need to support second language literacy development with their Culturally Linguistically Diverse (CLD) learners, in addition to the program the school already has in place. Throughout, the authors guide teachers to modify literacy instruction to address both the assets and the needs of their English learners. Included are strategies for converting research into practical application; illustrative student samples from multiple grade levels and language backgrounds; teacher insights; a look at the sociocultural, academic, cognitive, and linguistic dimensions of the CLD student biography; and a number of helpful pedagogical aids.
Teaching Reading and Literature with Classroom Talk: Dialogical Approaches and Practical Strategies in the Secondary ELA Classroom
by Dawan CoombsThis book presents a framework for conceptualizing and enacting dialogic approaches to teaching literature and reading in your classroom. Dialogical approaches have often been used in secondary classrooms for teaching writing by incorporating students’ lives and experiences into the English Language Arts (ELA) curriculum. But what might it look like to create reading moments that bring texts to life by allowing students to use their own identities and experiences as the foundation for their interpretation? The most current research in reading, motivation, culturally responsive teaching, and even neuroscience points to the power of dialogical approaches to not only engage students in reading texts, but—when used consistently and repeatedly—help increase students’ reading growth and achievement. Dialogical approaches can be particularly helpful for struggling readers, English language learners (ELLs), and neurodivergent students. This book explores dialogical approaches to teaching reading and literature in secondary ELA classrooms with descriptions of hands-on activities, models of dialogical strategies, and real-time examples from ELA and reading classes. Each chapter includes motivating, accessible, and research-based methods and tools that help students connect content to their lives and explore a diversity of perspectives. With resources such as assignment sheets and rubrics, this is an essential book for middle and high school ELA teachers, reading coaches and interventionists, teachers working with ELLs, and pre-service teachers who are looking to better understand and utilize dialogical approaches to support their students in transforming their reader identities.
Teaching Reading and Spelling to Dyslexic Children: Getting to Grips with Words
by Margaret WaltonFirst published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Teaching Reading and Teacher Beliefs: A Sociocultural Perspective (English Language Education #20)
by Xinyu MoThis book explores language teacher beliefs in English as a Foreign Language (EFL) reading instruction in the context of Chinese university English instructors. Since the 1990s, there has been a renewed interest on teacher beliefs in the domain of language teacher cognition. However, most studies in this area aim at investigating the relationship between particular aspects of teacher beliefs and classroom practices, largely ignoring the complexity of teacher beliefs. This study explores the issue from an alternative perspective by conceptualizing teacher beliefs as a complex, dynamic and multi-faceted system. By adopting five rounds of interview and four classroom observations, the year-long study reveals seven key features of the belief system shared among six participants. It calls for the holistic, complex and insider view to examine teacher beliefs in relation to the sociocultural and historical contexts where the teachers work and live.
Teaching Reading and Writing Beyond High-stakes Testing: A Case Study of a High School Teacher in China
by Rongrong DongThis book tells about an exemplary high school Chinese language arts teacher’s effort in nurturing life-long readers and writers under the test-driven culture in China’s society. It looks closely at his everyday literacy practices, focuses on his ways of creating authentic reading and writing spaces for students beyond test preparation. With the lens of social constructivism, the case study reveals his efforts of creating safe learning environment, modeling his literate life, connecting real life with literacy learning and building a school-wide literate life for students. Furthermore, he also collaborates with other Chinese language arts faculty, reaches out to school administrators and educators to gain any potential teaching resource for students. The findings indicate exemplary teachers are not only equipped with professional knowledge but also inter/intrapersonal knowledge and practical knowledge in their teaching career, which might be enlightening in today’s high-stakes testing culture. The book will appeal to scholars of literacy education and teacher education, as well as pre-service & in-service teachers.
Teaching Reading and Writing: The Developmental Approach
by Shane Templeton Kristin GehsmannTeaching Reading and Writing: The Developmental Approach is a comprehensive yet accessible guide to the tools and knowledge pre-service and experienced teachers need to teach literacy in a developmentally-responsive and integrated way―while meeting the diverse needs of students in today’s classrooms. Using a conversational tone to present a wealth of critical content, the book helps readers connect theory to practice through vignettes and sample lessons from real classrooms; authentic student work samples; ideas for using and integrating print-based and digital texts across the curriculum; and tools for organizing and managing a comprehensive, developmentally-responsive literacy program.
Teaching Reading and Writing: The Developmental Approach
by Shane Templeton Kristin GehsmannTeaching Reading and Writing: The Developmental Approach is a comprehensive guide to creating developmentally and culturally responsive literacy instruction that meets the diverse needs of students in PreK-8 classrooms. The text reflects an integrated model of literacy instruction based on the understanding that reading and writing are developmental processes.
Teaching Reading in Today's Elementary Schools Eleventh Edition
by Betty D. Roe Sandy H. SmithThis market-leading text sets the standard for reading instruction to ensure that aspiring teachers are able to help students learn not only how to recognize words, but also how to comprehend what they read--and enjoy the process. The book balances new approaches to reading, such as language arts integration and emergent literacy/literacy as a continuum, with more traditional foundations of strong skills and phonics instruction. Updates to the Eleventh Edition include discussion of the latest technology for literacy learning, how writing instruction impacts literacy learning, and recent movements in literacy assessment.
Teaching Reading in the 21st Century: Motivating All Learners
by Connie Juel Michael Graves Peter Dewitz Bonnie GravesA student-centered focus on reading instruction that fosters students’ motivation and passion for reading. <p><p> Teaching Reading in the 21st Century: Motivating All Learners takes a student-centered approach to teaching reading, emphasizing motivation over efficiency in order to develop students who want to read, and therefore can read. Based on the most current research, this text covers the five major components of reading while constantly reinforcing the idea that motivation leads to students who read widely and deeply, allowing the students’ fluency, vocabulary, and comprehension to grow. <p><p> The 6th Edition has been extensively revised, with a new chapter (6) on selecting texts, significant updates to the topic of assessment, and an increased emphasis on digital texts and other online resources.
Teaching Reading in the Secondary Schools
by Geoff DeanThis book outlines several approaches to reading which challenge former classroom practices. It is through these approaches that all students - from reluctant boys to the most able of either gender - can continue to grow as readers and develop their readiness to seek meaning in texts.
Teaching Reading to All Learners Including Those with Complex Needs: A Framework for Progression within an Inclusive Reading Curriculum (nasen spotlight)
by Sarah MoseleyLearning to read and having access to a rich reading curriculum has a huge impact upon us both emotionally and academically. so how can we ensure that it is seen as an entitlement of all learners, including those defined as having profound and multiple learning difficulties (PMLD) and the most complex needs? This accessible book provides professionals with the knowledge and confidence to develop reading for all learners. It integrates the latest ideas and research into a practical framework to create an inclusive reading curriculum and support learners across the whole education spectrum, including those with the most complex needs. Each chapter includes a mixture of research, strategies, and case study examples, demonstrating how reading supports both wellbeing and access to learning and - with stories - provides a versatile vehicle to build on vocabulary and expand our ability to think and learn about our place in the world. Teaching Reading to All Learners Including Those with Complex Needs is essential reading for both new and experienced teachers and special educational needs and disabilities coordinators (SENDCo)s looking to develop an inclusive reading curriculum and culture which will positively impact on the outcomes of all young people.
Teaching Reading to Black Adolescent Males: Closing the Achievement Gap
by Alfred W. TatumThe racial achievement gap in literacy is one of the most difficult issues in education today, and nowhere does it manifest itself more perniciously than in the case of black adolescent males. Approaching the problem from the inside, author Alfred Tatum brings together his various experiences as a black male student, middle school teacher working with struggling black male readers, reading specialist in an urban elementary school, and staff developer in classrooms across the nation. His book, Teaching Reading to Black Adolescent Males: Closing the Achievement Gap' addresses the adolescent shift black males face and the societal experiences unique to them that can hinder academic progress. With an authentic and honest voice, Tatum bridges the connections among theory, instruction, and professional development to create a roadmap for better literacy achievement. He presents practical suggestions for providing reading strategy instruction and assessment that is explicit, meaningful, and culturally responsive, as well as guidelines for selecting and discussing nonfiction and fiction texts with black males. The author' s first-hand insights provide middle school and high school teachers, reading specialists, and administrators with new perspectives to help schools move collectively toward the essential goal of literacy achievement for all.
Teaching Reading to English Language Learners
by Leah Miller Kristin LemsWritten specifically for K 12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected linguistics and literacy with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs' communicative skills across the content areas and in formal and informal settings.
Teaching Reading to English Language Learners, Grades 6-12: A Framework for Improving Achievement in the Content Areas
by Margarita Espino CalderonA powerful array of field-tested literacy tools for closing the achievement gap! This book provides a comprehensive and systematic framework for developing literacy skills and improving reading in all content areas. With funding from the Carnegie Corporation and the U.S. Department of Education, author Margarita Calderón has developed a research-based approach to expediting reading comprehension that results in higher test scores not just for ELLs, but for all students. Educators can easily complement their instruction with ready-to-use tools, including: Lesson templates Rubrics Sample lesson plans Strategies for teaching reading and vocabulary in content areas Descriptions of successful programs Professional development designs
Teaching Reading to English Language Learners: A Reflective Guide
by Thomas S. FarrellThis resource offers practical methods for helping ELLs succeed in reading, with strategies to increase fluency and comprehension, teach vocabulary and text structure, and more.
Teaching Reading to English Learners, Grades 6 - 12: A Framework for Improving Achievement in the Content Areas
by Margarita Espino Calderon Shawn M. Sinclair-SlakkRetool your whole school for EL achievement For any student, middle and high school can be challenging. But for an English learner or striving reader—and the myriad words, phrases, syntax, texts, and concepts they must negotiate on a daily basis—the stakes seem a whole lot higher. Fortunately for content-area teachers, Margarita Calderón and Shawn Slakk make available in a single resource all the best instructional and professional development combinations for expediting comprehension across the secondary grades. Really a tool to assist all learners across all language needs, the second edition of Teaching Reading to English Learners, Grades 6-12, provides evidence-based strategies for helping content-area teachers and schools at large: Teach academic language in all subject areas Embed discourse practice through interaction strategies Integrate basic and close reading comprehension skills into lessons Teach drafting, revising, and editing for content-specific writing Use cooperative learning to develop social emotional skills and enhance academic achievement Calderón and Slakk know firsthand that if we’re to counter the commonly held narrative of predictable failure among our ELs, it takes a whole school, and they have the evidence to prove it. Read Teaching Reading to English Learners, Grades 6-12, implement its strategies across all classrooms, and soon enough you, too, will maximize the comprehensions skills so critical to our ELs’ long-term success.
Teaching Reading to English Learners, Grades 6 - 12: A Framework for Improving Achievement in the Content Areas
by Margarita Espino Calderon Shawn M. Sinclair-SlakkRetool your whole school for EL achievement For any student, middle and high school can be challenging. But for an English learner or striving reader—and the myriad words, phrases, syntax, texts, and concepts they must negotiate on a daily basis—the stakes seem a whole lot higher. Fortunately for content-area teachers, Margarita Calderón and Shawn Slakk make available in a single resource all the best instructional and professional development combinations for expediting comprehension across the secondary grades. Really a tool to assist all learners across all language needs, the second edition of Teaching Reading to English Learners, Grades 6-12, provides evidence-based strategies for helping content-area teachers and schools at large: Teach academic language in all subject areas Embed discourse practice through interaction strategies Integrate basic and close reading comprehension skills into lessons Teach drafting, revising, and editing for content-specific writing Use cooperative learning to develop social emotional skills and enhance academic achievement Calderón and Slakk know firsthand that if we’re to counter the commonly held narrative of predictable failure among our ELs, it takes a whole school, and they have the evidence to prove it. Read Teaching Reading to English Learners, Grades 6-12, implement its strategies across all classrooms, and soon enough you, too, will maximize the comprehensions skills so critical to our ELs’ long-term success.
Teaching Reading to Every Child
by Douglas Fisher James Flood Diane Lapp Cynthia H. BrockThis popular text, now in its Fourth Edition, introduces pre-service and in-service teachers to the most current theories and methods for teaching literacy to children in elementary schools. The methods presented are based on scientific findings that have been tested in many classrooms. A wealth of examples, hands-on activities, and classroom vignettes--including lesson plans, assessments, lists of children's literature books to fiction and nonfiction texts, and more--illustrate the methods and bring them to life.The text highlights the importance of teaching EVERY child to become competent in all of the nuances and complexities of reading, writing, and speaking.The value of reflection and peer discussion in learning to expand their students' literacies is emphasized. Readers are encouraged to reflect on their own experiences with reading and teaching throughout their lifetimes--experiences that will serve well in learning to teach reading. "Your Turn" boxes invite readers to think about their views of the material presented, and to talk with colleagues and teachers about their "best ways" of learning this new information. "Did You Notice?" boxes engage readers in observation and analysis of methods and classroom situations discussed in the text. Teachers' stories serve as models of successful teaching and to draw readers into professional dialogue about the ideas and questions raised. End-of-chapter questions and activities provide additional opportunities for reflection and discussion. All of these pedagogical features help readers expand and refine their knowledge in the most positive ways.Topics covered in Teaching Reading to Every Child, Fourth Edition:*Getting to Know Your Students as Literacy Learners;*Looking Inside Classrooms: Organizing Instruction;*Assessing Reading Achievement;*The Importance of Oral Language in Developing Literacy;*Word Identification Strategies: Pathways to Comprehension;*Vocabulary Development;*Comprehension Instruction: Strategies At Work;*Content Area Learning;*What the Teacher Needs to Know to Enable Students' Text Comprehension;*Writing: Teaching Students to Encode and Compose;*Discovering the World Through Literature;*Technology and Media in Reading;*Teaching Reading to Students Who Are Learning English;*All Students are Special: Some Need Supplemental Supports and Services to Be Successful; and*Historical Perspectives on Reading and Reading Instruction.New in the Fourth Edition:*A new chapter on technology with state-of-the-art applications;*A new chapter with the most up-to-date information on how vocabulary is learned and on how it is best taught, responding to the national renewed interest in vocabulary instruction;*A new section on Readers/Writer's workshop with a focus on supporting student inquiry and exploration of multiple genres;*A more comprehensive chapter on literature instruction and the role of literature in the reading program with examples that support students' multigenre responses;*A discussion of literary theories with examples for classroom implementation;*Broader coverage of the phases of reading development from the pre-alphabetic stage to the full alphabetic stage;*A more inclusive chapter on writing instruction; and*A thoroughly revised chapter on teaching reading to students who are learning English, including extensive information on assessment and evaluation.
Teaching Reading to Students Who Are At Risk or Have Disabilities: A Multi-Tier, RTI Approach
by William D. Bursuck Mary DarnerAt a time when public focus on children who struggle with learning to read has never been greater, Bursuck and Damer''s Teaching Reading to Students Who Are at Risk or Have Disabilities, 3/e does an extraordinary job of answering the charge to help all students succeed at reading. Now in a newly updated Third Edition, this text describes, in a clear, step-by-step fashion, how to implement a systematic, explicit, success-oriented approach for teaching struggling readers in today''s accountability-driven schools. When recently evaluated in terms of relating to the Common Core Standards in Early Reading, this book was described as one of the few textbooks "comprehensively and rigorously covering the scientific basis and instructional elements of the five essential components of effective reading instruction. Integrated throughout are authentic, research-validated, reality-based strategies, accessible language and video demonstrations, and checks for student understanding.
Teaching Reading: A Playbook for Developing Skilled Readers Through Word Recognition and Language Comprehension (Corwin Literacy)
by Douglas Fisher Nancy Frey Diane K. LappThe comprehensive guide you can trust for evidence-based reading practices It′s settled science: developing skilled readers can enhance students’ lives. That’s why renowned educators Douglas Fisher, Nancy Frey, and Diane Lapp wrote this resource with the urgency of a code blue in an ER—because too many children, for many reasons, struggle with learning to become strong readers. Designed to be a one-stop shop for best practices, Teaching Reading is concise, encyclopedic, and essential. Thirteen interactive modules provide easy to read ideas to support you teaching every child to read very well. You will learn how to: Focus on two critical aspects of reading—word recognition and language comprehension. Select the best activities to support students in grades K-6 to learn letters and sound relationships. Provide developing readers with the most effective oral, written, and reading experiences. Recharge your confidence and craft with uplifting new research findings from neuroscience, cognitive science, and child development. Clear up confusions about phonics progressions, reading fluency, morphology, text selection, grammar, and more. Develop background knowledge, vocabulary, and comprehension instruction. Be up to date on how to help students attain deeper levels of comprehension by applying Theory of Mind and other cutting-edge ideas. Reading is a thrilling but complex process. It involves a heady mix of skills, schema, self-concept, and social dimensions. To give all students the chance to reap its rewards, we need a go-big kind of resource. This is it.