Reading Comprehension

Strategies for Independent Learners
2. Auflage 2008
ISBN: 978-1-59385-755-4
Verlag: Guilford Publications

Buch, Englisch, 304 Seiten, Format (B × H): 177 mm x 250 mm, Gewicht: 562 g

This practical resource and widely used text presents a wealth of research-based approaches to comprehension instruction. The authors offer specific classroom practices that help K-9 students compare and evaluate print and online sources, develop vocabulary, build study and test-taking skills, and become motivated readers.

Zielgruppe

Postgraduate, Professional, and Undergraduate

Autoren/Hrsg.

Blachowicz, Camille

Ogle, Donna

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

1. Learning about Comprehension from Good Readers
2. A Closer Look at Comprehension: Context, Processes, Strategies, and Instruction
3. Creating an Effective Classroom for Comprehension Instruction
4. Finding a Starting Point: Ways to Assess Comprehension
5. Strategies for Reading for Information
6. Strategies for Reading Fiction
7. Strategies for Vocabulary Development
8. Strategies for Engaging in Research
9. Strategies for Performing Tasks, Studying, and Taking Tests
10. Strategies That Encourage Lifelong Reading

Über Autor(innen)

Camille Blachowicz, PhD, is Professor of Education at National-Louis University, where she also directs the Reading Program and the Reading Center. She is the author of several books and numerous chapters, monographs, and articles on vocabulary and comprehension instruction and on working with at-risk readers. Dr. Blachowicz was a Fulbright Fellow to Italy and is active in professional organizations and staff development nationally and internationally. She is codirector of the Literacy Partners: Advanced Reading Development Demonstration Project (ARDDP), a project on coaching and school literacy improvement, in the Chicago Public Schools. In 2003 she was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.

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Donna Ogle, EdD, is Professor of Education at National-Louis University, a member of the Reading Hall of Fame, and a past president of the International Reading Association (2001-2002). She currently is directing two multischool projects in the Chicago Public Schools: Project ALL (Advancing Literacy for Learning) and the Transitional Adolescent Literacy Leadership (TALL) Project. She is also Senior Consultant to the Chicago Striving Readers Research Study. Dr. Ogle is the author of many publications related to the topic of comprehension development and has particular interest in informational reading and learning. She works internationally in professional development projects and is an editorial reviewer for Lectura y Vida, the Spanish-language journal of the International Reading Association.