Teaching for Comprehension in Reading, Grades K-2: Theory and Practice

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Teach children to read deeply with the help of this powerful new book filled with classroom-tested, research-based strategies written in a clear and friendly style. The first part discusses the strategies and structures readers need to comprehend text—and the changes those readers experience as they move up the primary grades. The second part shows strategy instruction in action, in real classrooms, by master teachers. The third part focuses on how planning, organization, and management support instruction. It's all here. For use with Grades K-2.
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Product Details

  • ISBN-13: 9780439542586
  • Publisher: Scholastic, Inc.
  • Publication date: 5/28/2003
  • Pages: 288
  • Sales rank: 786,374
  • Age range: 5 - 7 Years
  • Product dimensions: 7.40 (w) x 9.18 (h) x 0.69 (d)

Meet the Author

Gay Su Pinnell, Editor/Author, is Professor Emeritus at The Ohio State University. She has extensive experience in classroom teaching and field-based research, and has developed and implemented comprehensive approaches to literacy education. Her outstanding achievements include the International Reading Association's Albert J. Harris Award for research in reading, the Ohio Governor's Award for Education, and the Charles A. Dana Foundation Award. Pinnell is widely published in many education journals, and is the coauthor of many important literacy resources, including Guided Reading: Good First Teaching for All Children and Teaching for Comprehension in Reading, Grades K-2.

Patricia Scharer is an associate professor at The Ohio State University, where her research focuses on classroom use of children's literature and early literacy instruction. She is the coauthor of Rethinking Phonics: Making the Best Teaching Decisions (Heinemann, 2001).

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Table of Contents

Introduction 7
Part I Expanding Our Understanding: The Foundation for Successful Teaching 13
Chapter 1 What Does It Mean to Comprehend a Text? 15
Chapter 2 Teaching for Comprehension Across the Language and Literacy Framework 33
Chapter 3 The Role of Emotion in Memory and Comprehension 55
Chapter 4 From Primary to Intermediate Grades: How Do Children Change as Readers? 75
Part II Teaching for Comprehension as Students Engage With Text 85
Chapter 5 The Literary Path to Comprehension: Writer's Craft and Guided Reading 87
Chapter 6 Scaffolding the First Reading of a Book for Children Who Are Learning to Read 105
Chapter 7 Teaching Versus Prompting: Supporting Comprehension in Guided Reading 127
Chapter 8 Teaching for Phrasing and Fluency: Connections to Comprehension 143
Chapter 9 Teaching for Comprehension in Guided and Independent Reading 167
Chapter 10 Extending the Meaning of Texts: Beyond the Book in Guided Reading 185
Chapter 11 Interactive Read-Aloud: Supporting and Expanding Strategies for Comprehension 211
Part III Facilitating Effective Teaching Through Organized Productive Independent Work 225
Chapter 12 Problem-solving Managed Independent Learning: What Makes It Work? 227
Chapter 13 Shifting Teaching and Management to Meet Learners' Changing Needs: Transitions from Primary to Intermediate 239
Chapter 14 Questions and Answers about Classroom Management 257
Appendix 272
Bibliography of Professional Books and Articles 277
Bibliography of Children's Literature 281
Index 285
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