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Comprehension Process Instruction: Creating Reading Success in Grades K-3

Overview

1. Daily Comprehension Instruction in a New Era for Our Changing Students
2. Strand l of CPI in Grades K-3: Student-Initiated Comprehension Process Motions, Thinking Guides, and Direct Instruction
3. Strand 2 of CPI in Grades K-3: Instruction at the Point of Need
4. Strand 3 of CPI in Grades K-3: Increasing...
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Overview

1. Daily Comprehension Instruction in a New Era for Our Changing Students
2. Strand l of CPI in Grades K-3: Student-Initiated Comprehension Process Motions, Thinking Guides, and Direct Instruction
3. Strand 2 of CPI in Grades K-3: Instruction at the Point of Need
4. Strand 3 of CPI in Grades K-3: Increasing Students' Voices and Choices Builds Comprehension Abilities
5. CPI Lessons That Increase Literal Comprehension of Fiction
6. CPI Lessons That Increase Literal Comprehension of Nonfiction
7. Teaching Students to Infer, Predict, and Interpret Fiction and Non-Fiction
8. Teaching Imagery: Looking Up and Away without Moving Too Far from the Text
9. Teaching Metacognition
10. Assessment of Comprehension
Appendix: Reproducible Forms
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Editorial Reviews

From the Publisher

"Block et al. unravel the mystery of comprehension by making the comprehension process visible and teachable. Their book moves teachers beyond the use of isolated comprehension strategies, providing a conceptually based model of instruction complete with carefully crafted lessons. Comprehension process instruction has an immense potential for meeting the needs of beginning readers, struggling readers, and students with diverse learning styles and cultural and linguistic backgrounds. A timely resource for novice and experienced teachers alike, this book will also be a suitable text for graduate-level courses and school-based literacy study groups."--Doris Walker-Dalhouse, PhD, Department of Elementary and Early Childhood Education, Minnesota State University Moorhead

"The message of this book is clear--comprehension instruction must be explicit and must occur during the reading process for all readers. The authors present an effective, manageable instructional model that strengthens students' literal and higher-order skills for comprehending both fiction and nonfiction texts. It is easy to use the volume in planning and implementing instruction. Graphic organizers can be photocopied and used in lessons, or can serve as a springboard for teachers to design and customize strategies for their own students. All K-3 classroom teachers would benefit from using this book, and so, in turn, would their students! It would also be a suitable text for undergraduate- and graduate-level reading methods courses."--Marie Donnantuono, MEd, College of Education, William Paterson University

"All too often, comprehension instruction is still based on the teaching of isolated strategies. This book offers a much-needed corrective by providing a three-strand framework for actively engaging students, at their point of need, in the internalization of comprehension processes. Teachers in the field will find it a great resource in helping them make the transition from isolated instruction to process instruction. It is also an excellent text for introducing comprehension instruction to teachers in training."--Carrice Cummins, PhD, Louisiana Tech University

From the Publisher

"Block et al. unravel the mystery of comprehension by making the comprehension process visible and teachable. Their book moves teachers beyond the use of isolated comprehension strategies, providing a conceptually based model of instruction complete with carefully crafted lessons. Comprehension process instruction has an immense potential for meeting the needs of beginning readers, struggling readers, and students with diverse learning styles and cultural and linguistic backgrounds. A timely resource for novice and experienced teachers alike, this book will also be a suitable text for graduate-level courses and school-based literacy study groups."--Doris Walker-Dalhouse, PhD, Department of Elementary and Early Childhood Education, Minnesota State University Moorhead

"The message of this book is clear--comprehension instruction must be explicit and must occur during the reading process for all readers. The authors present an effective, manageable instructional model that strengthens students' literal and higher-order skills for comprehending both fiction and nonfiction texts. It is easy to use the volume in planning and implementing instruction. Graphic organizers can be photocopied and used in lessons, or can serve as a springboard for teachers to design and customize strategies for their own students. All K-3 classroom teachers would benefit from using this book, and so, in turn, would their students! It would also be a suitable text for undergraduate- and graduate-level reading methods courses."--Marie Donnantuono, MEd, College of Education, William Paterson University

"All too often, comprehension instruction is still based on the teaching of isolated strategies. This book offers a much-needed corrective by providing a three-strand framework for actively engaging students, at their point of need, in the internalization of comprehension processes. Teachers in the field will find it a great resource in helping them make the transition from isolated instruction to process instruction. It is also an excellent text for introducing comprehension instruction to teachers in training."--Carrice Cummins, PhD, Louisiana Tech University "Block et al. unravel the mystery of comprehension by making the comprehension process visible and teachable. Their book moves teachers beyond the use of isolated comprehension strategies, providing a conceptually based model of instruction complete with carefully crafted lessons. Comprehension process instruction has an immense potential for meeting the needs of beginning readers, struggling readers, and students with diverse learning styles and cultural and linguistic backgrounds. A timely resource for novice and experienced teachers alike, this book will also be a suitable text for graduate-level courses and school-based literacy study groups."--Doris Walker-Dalhouse, PhD, Department of Elementary and Early Childhood Education, Minnesota State University Moorhead

"The message of this book is clear--comprehension instruction must be explicit and must occur during the reading process for all readers. The authors present an effective, manageable instructional model that strengthens students' literal and higher-order skills for comprehending both fiction and nonfiction texts. It is easy to use the volume in planning and implementing instruction. Graphic organizers can be photocopied and used in lessons, or can serve as a springboard for teachers to design and customize strategies for their own students. All K-3 classroom teachers would benefit from using this book, and so, in turn, would their students! It would also be a suitable text for undergraduate- and graduate-level reading methods courses."--Marie Donnantuono, MS, College of Education, William Paterson University

"All too often, comprehension instruction is still based on the teaching of isolated strategies. This book offers a much-needed corrective by providing a three-strand framework for actively engaging students, at their point of need, in the internalization of comprehension processes. Teachers in the field will find it a great resource in helping them make the transition from isolated instruction to process instruction. It is also an excellent text for introducing comprehension instruction to teachers in training."--Carrice Cummins, PhD, Louisiana Tech University
 

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Product Details

  • ISBN-13: 9781593850234
  • Publisher: Guilford Publications, Inc.
  • Publication date: 4/23/2004
  • Series: Solving Problems in the Teaching of Literacy
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 251
  • Product dimensions: 8.50 (w) x 10.80 (h) x 0.70 (d)

Meet the Author


Cathy Collins Block, PhD, is Professor of Education at Texas Christian University. She has directed eight nationally funded research projects related to comprehension instruction, teaching comprehension, teacher education, and professional development.

Lori L. Rodgers, MS, has taught kindergarten for nine years. She has conducted a national study to validate the effectiveness of the materials contained in this book, and is the director of a national network of educators working to advance the comprehension instruction of young children.

Rebecca B. Johnson, MS, has taught primary-age children for several years. She was involved in the creation of the comprehension process approach and participated in the research underlying the lessons in this book.

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Table of Contents


1. Daily Comprehension Instruction in a New Era for Our Changing Students
2. Strand l of CPI in Grades K-3: Student-Initiated Comprehension Process Motions, Thinking Guides, and Direct Instruction
3. Strand 2 of CPI in Grades K-3: Instruction at the Point of Need
4. Strand 3 of CPI in Grades K-3: Increasing Students' Voices and Choices Builds Comprehension Abilities
5. CPI Lessons That Increase Literal Comprehension of Fiction
6. CPI Lessons That Increase Literal Comprehension of Nonfiction
7. Teaching Students to Infer, Predict, and Interpret Fiction and Non-Fiction
8. Teaching Imagery: Looking Up and Away without Moving Too Far from the Text
9. Teaching Metacognition
10. Assessment of Comprehension
Appendix: Reproducible Forms
Read More Show Less

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