The Reading Comprehension Blueprint: Helping Students Make Meaning from Text / Edition 1

by Nancy Lewis Hennessy

Overview

Comprehension is a primary ingredient of reading success—but most educators aren't taught how to deliver structured comprehension instruction in their classrooms. K–8 teachers will find the guidance they need in this groundbreaking professional resource from Nancy Hennessy, former IDA President and an expert on reading comprehension. Meticulously researched and masterfully organized, this book offers a clear blueprint for understanding the complexities of reading comprehension and delivering high-quality, evidence-based instruction that helps students construct meaning from challenging texts.

Aligned with the science of reading and IDA's Structured Literacy approach, this book is a must for in-service educators and an ideal supplement to pair with core literacy textbooks. Today's teachers will get the essential knowledge and practical tools they need to help every student become a proficient reader—and build a strong foundation for school success.

EDUCATORS WILL:

• Get critical background knowledge. Synthesizing decades of research on reading comprehension, this book provides educators with all the fundamentals they need to teach this key component of reading proficiency.
• Master the blueprint. Teachers will get a complete framework for organizing instruction, aligned with the language comprehension strands of Scarborough's Reading Rope. In-depth chapters are devoted to each facet of reading comprehension, including vocabulary, syntax and sentence comprehension, text structures, background knowledge, and levels of understanding and inference.
• Make it work in the classroom. Educators will find practical guidance and tools for planning their units and lessons, adapting to the needs of individual students, and assessing student progress. (An interactive book study guide makes this book easy to use as a professional development resource.)

PRACTICAL MATERIALS: To help them apply the science of reading comprehension and design high-quality instruction, teachers will get classroom activities, sample lesson plans, and questions that help them reflect on and strengthen their practices. The photocopiable teaching resources, including unit and lesson plan organizers, can be used again and again in the classroom.

Product Details

ISBN-13:	9781681254036
Publisher:	Brookes Publishing
Publication date:	01/01/2021
Edition description:	New Edition
Pages:	304
Sales rank:	48,816
Product dimensions:	8.50(w) x 11.00(h) x 0.00(d)
Age Range:	5 - 13 Years

About the Author

Ms. Hennessy is an experienced teacher, diagnostician and administrator who currently works as a literacy consultant. Nancy has worked across grade levels K–12 with both general and special educators. While in public schools, she provided leadership in the development of innovative curriculum for special needs students and a statewide revision of special education code, and she led a state-of-the-art professional development program for all teachers. She is a former Wilson Language Lead Trainer and National Trainer for Language Essentials for Teachers of Reading and Spelling (LETRS; Sopris-West).

Nancy has delivered keynote addresses, workshops, and training to educators nationally and internationally on topics including professional development, strategic planning, and components of skilled reading and writing and dyslexia. She has also developed professional development offerings on reading instruction for the AIM Institute of Learning & Research and on dyslexia for the North Carolina Department of Public Instruction. Most recently, Nancy has focused on delivering virtual and in-person professional learning opportunities focused on reading comprehension.

Nancy co-authored the second revision of Module 6 of LETRS, Digging for Meaning: Teaching Text Comprehension, and authored Chapter 15, "Working with Word Meaning: Vocabulary Instruction," in Multisensory Teaching of Basic Language Skills, fourth edition (Birsh & Carreker, 2018).

Nancy has held various positions for the International Dyslexia Association (IDA), including President, Branch Council Chair, and National Conference Chair. She also served on the National Joint Committee for Learning Disabilities. She is an honorary member of the Delta Kappa Gamma Society, the 2011 recipient of IDA's Margaret Rawson Lifetime Achievement Award, and the recipient of the 2012 June Lyday Orton Award from the North Carolina Branch of IDA (NCIDA).

Louisa Cook Moats, Ed.D., has published many book chapters, journal articles, and policy papers on reading instruction. Formerly Project Director at the District of Columbia Public Schools site of the National Institute of Child Health and Human Development (NICHD) Early Interventions Project, Dr. Moats is now an independent consultant and writer who specializes in the professional development of teachers of reading and writing. Dr. Moats spent the 1996-1997 school year as a visiting scholar at the Sacramento County Office of Education, where she authored and presented leadership training materials on early reading for the California State Board of Education. These materials are now required content in all of the professional development programs conducted under Assembly Bill 1086 in California. Dr. Moats received her Bachelor of Arts degree from Wellesley College, her Master of Arts degree from Peabody College of Vanderbilt University, and her doctorate of education in reading and human development from the Harvard Graduate School of Education. She worked as a teacher, neuropsychology technician, and specialist in learning disorders prior to her doctoral training. She was a licensed psychologist in private practice for 15 years in Vermont and a graduate instructor both at Harvard and at St. Michael's College in Winooski, Vermont, where she developed innovative courses for teachers linking the disciplines of linguistics and reading education. Specializing in reading development, reading disorders, spelling, and written language, she has written and lectured widely throughout the United States and abroad. She has taught courses in teacher education at the Greenwood Institute in Putney, Vermont, and at Simmons College in Boston. Her publications include this text's companion workbook, Speech to Print Workbook: Language Exercises for Teachers (Paul H. Brookes Publishing Co., 2003); journal articles; book chapters; a classroom basal spelling program; a book titled Spelling: Development, Disability, and Instruction (York Press, 1995); and a book for parents, co-authored with Susan L. Hall, Straight Talk About Reading: How Parents Can Make a Difference in the Early Years (Contemporary Books, 1999).

Read an Excerpt

https://brookespublishing.com/resource-library/the-reading-comprehension-blueprint-helping-students-make-meaning-from-text-excerpt/

Table of Contents

About the Downloads ix

About the Author xi

Foreword Louisa Cook Moats, Ed.D xiii

Preface xvii

Acknowledgments xix

Section I The Nature of Reading Comprehension 1

Chapter 1 Dimensions of Skilled Reading: Connecting to Educators' Critical Background Knowledge 3

The Blueprint Inventory of Reading Comprehension Knowledge 4

Connecting Skilled Reading to the Classroom 4

Surfacing Critical Knowledge: The Educational Context 4

Building Critical Knowledge: Proficient Reading 8

Summary: Critical Knowledge for Educators 13

References 14

Appendix 1.1 The Blueprint Inventory of Comprehension Knowledge 16

Appendix 1.2 The Blueprint Inventory of Comprehension Knowledge: Answer Key 20

Chapter 2 Viewpoints on Reading Comprehension 25

Connecting Reading Comprehension Research to the Classroom 26

Reading Comprehension Defined: Processes and Products 27

Comprehension Processes 28

The Role of the Reader, the Text, the Task, and the Context 30

Connections to Practice 33

Summary: The Multidimensional Nature of Reading Comprehension 35

References 35

Section II The Blueprint 37

Chapter 3 The Blueprint for Reading Comprehension Instruction 39

Connecting the Blueprint to the Classroom 40

The Challenge of Change 40

The Blueprint 43

Unpacking the Blueprint's Components 46

Summary: An Instructional Framework 54

References 54

Chapter 4 The Blueprint for Vocabulary 57

Connecting Vocabulary Instruction to the Classroom 58

Vocabulary Defined 58

Connections to Reading Comprehension 60

Designing and Delivering Comprehensive Instruction 62

Adapting to Individual Needs 81

Assessing Students' Vocabulary Knowledge 82

Summary: Helping Students Construct Word Meaning 85

References 86

Chapter 5 The Blueprint for Syntax and Sentence Comprehension 89

Connecting Sentence Comprehension to the Classroom 90

Syntax and Sentence Comprehension 90

Connections to Reading Comprehension 91

Designing and Delivering Comprehensive Instruction 100

Adapting to Individual Needs 113

Assessing Students' Sentence Comprehension 114

Summary: Helping Students Construct Meaning at the Sentence Level 116

References 116

Chapter 6 The Blueprint for Text Structures 119

Connecting Text Structures to the Classroom 120

Literacy Knowledge and Text Structures 120

Connections to Reading Comprehension 120

Understanding Text Structures 122

Designing and Delivering Comprehensive Instruction 124

Adapting to Individual Needs 143

Assessing Students' Understanding of Text Structure 143

Summary: Teaching Text Structure Effectively 144

References 145

Chapter 7 The Blueprint for Background Knowledge 147

Connecting Background Knowledge to the Classroom 148

A Perspective on Knowledge 149

Connections to Reading Comprehension 151

Designing and Delivering Comprehensive Instruction 153

Adapting to Individual Needs 163

Summary: Helping Students Use Knowledge to Construct Meaning 164

References 164

Chapter 8 The Blueprint for Levels of Understanding and Inference 167

Connecting to the Classroom 168

Levels of Understanding 168

Connections to Reading Comprehension 171

Inference Defined 172

Necessary Inferences: Local and Global Coherence 172

Designing and Delivering Comprehensive Instruction 179

Adapting to Individual Needs 187

Assessing for Levels of Understanding and Inference 187

Summary: Helping Students Use Inference to Construct Meaning 189

References 190

Section III Implementation 193

Chapter 9 The Blueprint: Making It Work 195

Planning for Instruction 197

Building Educator Expertise 203

Implementing Systemwide Educational Change 206

Summary: Implementing Instructional Change 206

References 211

Appendix 9.1 Blueprint Unit and Lesson Organizer 213

Appendix 9.2 Blueprint Lesson Organizer Examples 218

Appendix 9.3 Interactive Book Study Questions 228

Appendix: Instructional Tools and Templates 261

Blueprint for Reading Comprehension Instruction 262

The Vocabulary-Attuned Educator 263

Choosing Words: Fuzzy Problem Space 264

An Instructional Road Map for Vocabulary 265

Word Meaning Map: Noun 266

Word Meaning Map: Adjective 267

Simple Vocabulary Routine 268

The Sentence-Attuned Teacher 269

Basic Aspects of Narrative and Instructional Text 270

Basic Aspects of Informational Text 271

An Instructional Road Map for Text Structure 272

ABCs of Background Knowledge: Instructional Tools 273

The Inference-Attuned Teacher 274

Teacher and Student Steps for Global Inferences 275

Index 277

Editorial Reviews

"A much-needed resource for any educator . . . provides the reader a deep understanding and practical guide to reflect, plan, and strengthen their instruction to benefit all students."

Jena Funck

"Nobody does research to practice better than Nancy Hennessy. The Reading Comprehension Blueprint is an ideal blend of research and practical application that provides educators with the tools necessary to break down the complex task of teaching reading comprehension."

Amy M. Elleman