Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. Following an introduction by the editors, essays in the book are as follows: (1) qThe Mind in Action: What It Means to Comprehend during Readingq (Paul van den Broeck and Kathleen E. Kremer); (2) qComprehension Instruction in Elementary School: A Quarter-Century of Research Progressq (Michael Pressley); (3) qExplicit and Implicit Instruction in Comprehensionq (Janice A. Dole); (4) qBalancing Literature and Instruction: Lessons from the Book Club Projectq (Taffy E. Raphael); (5) qBuilding Student Capacity to Work Productively during Peer-Assisted Reading Activitiesq (Lynn S. Fuchs and Douglas Fuchs); (6) qA Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Programq (Michael F. Graves); (7) qClassroom Talk about Texts: Is It Dear, Cheap, or a Bargain at Any Price?q (Donna E. Alvermann); (8) qLiteracy Lessons Derived from the Instruction of Six Latina/Latino Teachersq (Robert T. Jimenez); and (9) qBeyond Balance: Goal Awareness, Developmental Progressions, Tailoring to the Context, and Supports for Teachers in Ideal Reading and Literacy Programsq (Jere Brophy). (NKA)Capacity. to. Work. Productively. During. Peer-Assisted. Reading. Activities. LYNN S. FUCHS DOUGLAS FUCHS The learning and social behavior profiles of public school classrooms are ... Customer Service, 222 Rosewood Drive, Danvers.
|Title||:||Reading for Meaning|
|Author||:||Barbara M. Taylor, Michael F. Graves, Paulus Willem van den Broek|
|Publisher||:||Teachers College Press - 2000|