Teaching Strategic Processes in Reading

2. Auflage 2012
ISBN: 978-1-4625-0642-2
Verlag: Guilford Publications

Buch, Englisch, 364 Seiten, Format (B × H): 175 mm x 254 mm, Gewicht: 839 g

This accessible teacher resource and course text shows how to incorporate strategy instruction into the K–8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools.New to This Edition*The latest knowledge and classroom-tested methods.*Chapter on response to intervention (RTI).*Chapter on organizing instruction across the school day and week.*Expanded practical content, including sample lessons and more early literacy and upper-elementary examples.

Zielgruppe

Classroom teachers, reading specialist, and literacy coaches in grades K–8; teacher educators and graduate students. Serves as a text in Elementary Reading Methods and related courses.

Autoren/Hrsg.

Almasi, Janice F

Fullerton, Susan King

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Allgemeine Didaktik Literatur, Deutsch, Fremdsprachen (Unterricht & Didaktik)

Inhaltsverzeichnis

1. What Does It Mean to Be Strategic? 2. Critical Elements of Strategies Instruction: Designing Effective Environments 3. Responsive Teaching Frameworks within Response to Intervention 4. Assessing Strategic Processing 5. Why Students Struggle with Comprehension 6. Strategy Instruction That Enhances Comprehension 7. Strategy Instruction That Enhances Word Recognition 8. The Path to Becoming a Successful Strategies Teacher 9. Conclusions: Putting It All Together Children's Literature

Über Autor(innen)

Janice F. Almasi, PhD, is the Carol Lee Robertson Endowed Professor of Literacy Education at the University of Kentucky, where she teaches courses in literacy research and theory. She is a former elementary school teacher and reading specialist and a former member of the Board of Directors of the Literacy Research Association and the International Reading Association. Dr. Almasi’s research, which has been recognized with several awards, has examined the contexts in which children learn from text, particularly in terms of strategic processes and peer discussion environments.

Susan King Fullerton, PhD, is Associate Professor in Literacy and Teacher Education at Clemson University, where she teaches courses in literacy methods, literacy research and theory, and the roles of the literacy specialist and coach. She formerly worked as a teacher of the deaf, a reading specialist, a Reading Recovery teacher, a Title I staff developer, and a literacy coach, and she continues to work in classrooms collaboratively with teachers. Dr. Fullerton's research focuses on struggling readers, strategic processes in reading, comprehension, the literary responses of young children, and literacy acquisition and instruction for deaf children. She is a principal editor for the 61st Yearbook of the Literacy Research Association.