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Author: Donna E. Alvermann Publisher: ISBN: Category : Language Arts & Disciplines Languages : en Pages : 88
Book Description
Drawing from observations of discussion in 24 different classrooms, this book will provide preservice and inservice teachers at the middle and school levels with the motivation and knowledge to use discussion to foster student comprehension of content area text assignments. The first chapter examines the distinctions between discussion and recitation, and redefines major issues related to content area discussion in light of recent research and school reform reports. The second chapter establishes a basis for the premise that discussion is important to the development of reading comprehension, illustrating those skills that enrich or refine students' understanding of text. The third chapter uses portions of transcripts from videotaped content class discussions to illustrate how classroom context influences discussion practices. Alternatives to teacher dominated discussions are described, and guidelines are provided for establishing the rights and responsibilities of critical readers. The fourth chapter demonstrates how to plan for classroom discussion of assigned material, describing five aspects of the planning process. The fifth chapter presents discussion strategies that help students master the content, examine more than one side of the issue, and evaluate alternative solutions to a text based problem, while the sixth chapter analyzes one content area teacher's implementation of a preplanned discussion. Finally, the seventh chapter describes two procedures for informally evaluating classroom discussion used to promote reading comprehension. References follow each chapter. (HTH)
Author: Donna E. Alvermann Publisher: ISBN: Category : Language Arts & Disciplines Languages : en Pages : 88
Book Description
Drawing from observations of discussion in 24 different classrooms, this book will provide preservice and inservice teachers at the middle and school levels with the motivation and knowledge to use discussion to foster student comprehension of content area text assignments. The first chapter examines the distinctions between discussion and recitation, and redefines major issues related to content area discussion in light of recent research and school reform reports. The second chapter establishes a basis for the premise that discussion is important to the development of reading comprehension, illustrating those skills that enrich or refine students' understanding of text. The third chapter uses portions of transcripts from videotaped content class discussions to illustrate how classroom context influences discussion practices. Alternatives to teacher dominated discussions are described, and guidelines are provided for establishing the rights and responsibilities of critical readers. The fourth chapter demonstrates how to plan for classroom discussion of assigned material, describing five aspects of the planning process. The fifth chapter presents discussion strategies that help students master the content, examine more than one side of the issue, and evaluate alternative solutions to a text based problem, while the sixth chapter analyzes one content area teacher's implementation of a preplanned discussion. Finally, the seventh chapter describes two procedures for informally evaluating classroom discussion used to promote reading comprehension. References follow each chapter. (HTH)
Author: Jeff Flygare Publisher: Classroom Strategies ISBN: 9781943360017 Category : Education Languages : en Pages : 248
Book Description
Close-reading strategies help students develop the critical-thinking skills essential for the rest of their lives. Close Reading in the Secondary Classroom offers high school and middle school educators extensive guidance on how to introduce close reading to students and help them improve their reading comprehension skills and critical thinking. Learn how to select close-reading examples and passages, elicit deeper question formation, facilitate positive classroom discussion, and assess your students' reading comprehension and literacy progress. Understand the importance of close reading, prereading, and post-reading activities. Learn how to choose appropriate literary or informational texts for close reading. Pass on tools necessary for literary analysis and annotating text. Develop thought-provoking questions and discussion that deepen text analysis and reading comprehension. Assess students' critical and creative thinking skills. Contents: Introduction Chapter 1: Research and Theory Chapter 2: Prereading Chapter 3: Reading Twice and Annotating Chapter 4: Generating Questions and Reading Analytically Chapter 5: Discussing as a Class or Analyzing Individually, and Using Processing Activities Chapter 6: Planning and Assessing Close Reading Epilogue Appendix A: Answers to Comprehension Questions Appendix B: Extended Examples of Close Reading
Author: Nancy S. Williams Publisher: R&L Education ISBN: 9781578860968 Category : Education Languages : en Pages : 206
Book Description
In this book, Nancy S. Williams emphasizes the development of higher-level thinking skills and critical discussion with intermediate and middle school struggling readers. Discussion questions and extension activities_specific to over 100 children's literature selections_are included.
Author: Danielle S. McNamara Publisher: Psychology Press ISBN: 1136679286 Category : Education Languages : en Pages : 538
Book Description
First published in 2007. The focus of this book is on the cognitive processes involved in comprehension, and moreover, on techniques that help readers improve their ability to comprehend text and it is also on reading comprehension strategies. Indeed, the use of effective reading comprehension strategies is perhaps the most important means to helping readers improve comprehension and learning from text.
Author: Anne P. Sweet Publisher: Guilford Press ISBN: 9781572308923 Category : Language Arts & Disciplines Languages : en Pages : 244
Book Description
This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!
Author: W. Dorsey Hammond Publisher: Heinemann Educational Books ISBN: 9780325030418 Category : Reading comprehension Languages : en Pages : 0
Book Description
"What kind of instruction best supports comprehension? Ask Dorsey Hammond and Denise Nessel, veterans steeped in both research and classroom practice. “Most important,” they assert, “is to promote readers' intellectual and emotional engagement with texts every day through effective thinking and discussion.” The Comprehension Experience explains how to do it K-12 with fresh, research-driven practices. Hammond and Nessel say readers must do more than master skills and learn strategies. They must have highly engaging, deeply satisfying experiences with narrative and informational texts. They must think actively, talk productively, and focus on meaning. Hammond and Nessel show how to do this by: engaging readers' curiosity to draw them into texts using teaching language to stimulate students' thinking leveraging the reading-writing connection to strengthen understanding making comprehension a priority for emerging readers ensuring that instruction leads to effective self-directed reading. To support what they say, Hammond and Nessel provide rich classroom dialogues to illustrate exemplary instruction in action. "--Publisher.
Author: Susan E. Israel Publisher: Routledge ISBN: 1317639677 Category : Education Languages : en Pages : 709
Book Description
Researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience are brought together for this handbook, to document and summarize the current body of research on theory, methods, instruction and assessment in reading comprehension.
Author: Susan E. Israel Publisher: Guilford Publications ISBN: 1462528880 Category : Education Languages : en Pages : 721
Book Description
"This edition provides a transformative snapshot of reading comprehension as a field of study at a seminal moment. It maintains the same high level of standards with respect to (1) historical perspectives useful for laying the foundation of study on reading comprehension; (2) theoretical perspectives that allow the reader to consider different views on how specific areas have evolved since the first edition; (3) excellent chapters on various elements of reading comprehension, including major research studies in assessment, cultural impacts of reading comprehension, issues affecting English language learners, and consideration of international populations; and (4) identification of future research needs to help raise important questions and stimulate possible hypotheses for future research"--
Author: Lauren Resnick Publisher: ISBN: 0935302611 Category : Education Languages : en Pages : 480
Book Description
Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
Author: Donna E. Alvermann
Author: Donna E. Alvermann
Author: Donna E. Alvermann
Author: Jeff Flygare
Author: Nancy S. Williams
Author: Danielle S. McNamara
Author: Anne P. Sweet
Author: W. Dorsey Hammond
Author: Susan E. Israel
Author: Susan E. Israel
Author: Lauren Resnick