"This 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"--
This 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.
Recenzijas
. -This is an excellent how-to book designed to assist undergraduate and graduate students, as well as practicing teachers, in extending their knowledge of reading comprehension instruction for difficult-to-teach students or those with learning disabilities....It contains proven ideas tor teaching reading comprehension skills, making it a valuable resource....Highly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, 2/1/2008
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1 Overview of Reading Comprehension |
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1 | (13) |
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How Do the Reading Comprehension Skills of Good and Poor Readers Differ? |
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3 | (2) |
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To What Degree Do the Foundational Skills of Phonics, Fluency, and Vocabulary Influence Reading Comprehension? |
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5 | (4) |
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What Is Involved in Reading Comprehension? |
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9 | (4) |
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13 | (1) |
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2 Assessing Reading Comprehension |
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14 | (34) |
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Limitations of Traditional Comprehension Assessment Procedures |
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16 | (1) |
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Reading Comprehension Measures |
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17 | (25) |
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42 | (6) |
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Appendix 2.1 Prompted Think-Aloud |
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45 | (3) |
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48 | (27) |
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How Does Teaching Vocabulary Facilitate Reading Comprehension? |
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49 | (1) |
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How Can We Assess and Monitor Vocabulary Learning? |
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49 | (2) |
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51 | (2) |
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What Are the Best Practices for Promoting Vocabulary Acquisition? |
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53 | (14) |
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67 | (1) |
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Sample Lesson Plans: Vocabulary |
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68 | (7) |
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Appendix 3.1 Vocabulary Assessment within Social Studies Instruction |
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73 | (2) |
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4 Instructional Practices That Promote Reading Comprehension |
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75 | (35) |
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Instructional Practices in Reading Comprehension for Students with Learning Disabilities |
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76 | (1) |
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Attending to Text Type and Text Structure |
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77 | (2) |
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79 | (4) |
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83 | (13) |
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Strategies for Understanding Narrative Text |
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96 | (5) |
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Reading and Writing Connections |
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101 | (3) |
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104 | (1) |
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Sample Lesson Plans: Reading Comprehension |
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105 | (5) |
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5 Promoting Content-Area Literacy |
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110 | (16) |
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What Is Content-Area Literacy? |
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111 | (1) |
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What Is Disciplinary Literacy? |
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111 | (2) |
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Reading in the Content Areas |
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113 | (11) |
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124 | (2) |
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6 Supporting English Language Learners with Learning Difficulties |
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126 | (14) |
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Who Are English Language Learners? |
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127 | (2) |
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Factors That Influence Comprehension for English Language Learners |
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129 | (1) |
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Differences between Learning to Read in a First or Second Language |
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129 | (10) |
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139 | (1) |
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7 Intensive Interventions for Students with Significant Reading Comprehension Difficulties |
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140 | (32) |
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How to Accelerate the Progress of Students with Significant Reading Comprehension Problems |
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141 | (1) |
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Implementing Strategies That Enhance Cognitive Processing |
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141 | (4) |
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Intensifying Instructional Delivery |
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145 | (6) |
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151 | (2) |
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Sample Lesson Plan: Self-Regulation and Cognitive Strategies for Reading Comprehension |
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153 | (13) |
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Sample Lesson Plan: Inference with Sentences |
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166 | (6) |
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Appendix 7.1 Making Inferences in Science |
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169 | (3) |
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8 Multicomponent Approaches to Strategy Instruction |
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172 | (23) |
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173 | (6) |
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Transactional Strategies Instruction |
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179 | (5) |
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Collaborative Strategic Reading |
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184 | (8) |
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192 | (3) |
| Glossary |
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195 | (4) |
| References |
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199 | (22) |
| Index |
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221 | |
Janette K. Klingner, PhD, until her death in 2014, was Professor of Bilingual Special Education at the University of Colorado Boulder. Her principal areas of research were reading comprehension strategy instruction in diverse, inclusive secondary science and social studies classes; professional development that enhances teacher quality in diverse, inclusive classrooms; response to intervention for English language learners (ELLs); and the disproportionate representation of students of color in special education. She authored or coauthored more than 130 articles, books, and book chapters. Dr. Klingner was past president of the Division of Learning Disabilities of the Council for Exceptional Children (CEC), Vice President of the International Academy for Research on Learning Disabilities, and Associate Editor of the Journal of Learning Disabilities. She was a recipient of the Early Career Award from the American Educational Research Association (AERA) and the Distinguished Researcher Award from the Special Education Research Special Interest Group of AERA.
Sharon Vaughn, PhD, holds the H. E. Hartfelder/Southland Corporation Regents Chair in Human Development at the University of Texas at Austin and is Executive Director of the Meadows Center for Preventing Educational Risk. She has written numerous books and research articles that address the reading and social outcomes of students with learning difficulties, and is currently investigating effective interventions for students with reading difficulties and students who are ELLs. Dr. Vaughn has served as Editor-in-Chief of the Journal of Learning Disabilities and coeditor of Learning Disabilities Research and Practice. She has received the Career Research Award from CEC, the Distinguished Researcher Award from the Special Education Research Special Interest Group of AERA, the Career Excellence Award from the University of Texas, and the Albert J. Harris Award from the International Reading Association.
Alison Boardman, PhD, is Assistant Research Professor in the School of Education at the University of Colorado Boulder, where she conducts reading intervention research and teaches courses on differentiating instruction for diverse learners. Her research interests include interventions for struggling readers, meeting the needs of diverse learners in general education classrooms, and providing effective professional development and coaching. Dr. Boardman was previously a special education teacher in pull-out and inclusion settings in elementary and middle schools.
