EDU 6524: Teaching Skills of Reading & Comprehension: Books

What do we know about reading comprehension-and what do we need to know in order to improve it and help all students become confident readers? This urgently needed research volume is the only cohesive, up-to-date compendium of knowledge about the behavioral, neurobiological, and genetic components of reading comprehension. More than 40 top researchers from multiple disciplines present the latest findings on comprehension, addressing theory and science, effective instruction and intervention, and priorities for future research that will move the field forward. DISCOVER THE LATEST ON: the trajectory of reading skill development causes of comprehension problems during reading ideal characteristics of effective reading comprehension assessments new analytic techniques that examine individual differences in comprehension skills groundbreaking behavioral genetics studies examining reading comprehension distinctions between oral comprehension and reading comprehension how various text types interact with the cognitive and neurobiological profiles of children with varying comprehension abilities interventions for diverse learners who struggle with comprehension intensive interventions for adolescents with dyslexia

The best way for students to learn to read and to come to love reading is - surprise, surprise - by reading in quantity. Unfortunately, many of today's students read far too little. This lack of time spent reading is particularly unfortunate, as reading constitutes a bedrock skill, essential in all subject areas. Thus, we teachers need to devote curriculum time to not only teaching students how to read but also to encouraging them to read extensively. This is what Extensive Reading is all about. Teachers Sourcebook for Extensive Reading provides hundreds of teacher tested ideas on how to do Extensive Reading. The book begins with an introduction to 'the what' and 'the why' of Extensive Reading. Thereafter, the book consists of three parts. Part 1 discusses finding materials for Extensive Reading. Part 2 offers ideas for motivating students to read and for activities that students might do after they read or while they are reading, including cooperative learning activities. Part 3 looks at how teachers can serve as advocates for Extensive Reading. Among the book's distinctive features are breaks for reflection, first person accounts from teachers, and ideas for doing Action Research and other forms of teacher investigation and research on Extensive Reading. We hope that you will find the Teachers Sourcebook for Extensive Reading to be a practical book, but also informed by theory and researh. We also hope this book will make a difference for your students in their test scores and, even more, in their attitude toward reading, now and in the future.

Guiding Reading will help all teachers in England understand what is involved in guided reading and will dispel common misunderstandings. This book explains development and reading processes and preferences in children aged 7 to 11, and gives the rationale for guided reading. It explains clearly how teachers can organize their classrooms, their resources and themselves in order to carry out guided reading successfully. It contains exemplar lessons, over 400 annotated booklists and five INSET sessions.

It is the goal of this book to provide unique and helpful information to reading and curriculum specialists who are looking for ways to improve the silent reading proficiency of their students. While the background information is, at times, technical, the recommendations as to the skill areas that require improvement as well as the computer techniques that can produce this improvement will prove extremely helpful in planning for a more comprehensive reading proficiency course of instruction. Reading and tutoring centers will naturally be interested in both the diagnostic eye-movement recording techniques available through computer technology. The ability for clients to use this silent reading development technology at home, beyond usual clinic hours, is certainly an advantage in terms of reading remediation. Reading researchers should also be intrigued by the comprehensive description of the silent reading process as well as the effects of oral reading on the development of proficiency in silent reading. Especially helpful should be the information revealed through eye-movement recordings about the many subliminal factors involved in the process of reading, as well as the changes produced by todayOCOs web-based computer techniques to modify the basic visual/functional, perceptual, and information processing skills that comprise the silent reading process. The purpose of the book is multifaceted. It discusses the complexity of the reading process and calls attention to the fact that some of the more basic visual/functional, perceptual and information processing skills that constitute proficient reading are not addressed in most core or basal reading programs today. By reading this book, reading educators will be able to embrace the advantages that computer technology can offer when planning a curriculum for students that will successfully develop proficiency and fluency in silent reading."

The authors delve into important topics such as assessment, implementation, and curriculum--as well as the implications of the Common Core for special populations such as English learners, students with disabilities, and gifted and talented students. In addition to a focus on disciplinary literacy throughout the book, there is an entire chapter devoted to helping you teach students to use disciplinary strategies to engage, guide, and extend their thinking.

The second part of this book is even more exciting: a detailed look at each of the College and Career Readiness Anchor Standards for Reading, combined with practical guidance on how to use those Standards to teach your middle school and high school students. Each Standard is aligned with accessible, appropriate, research-based strategies to help you integrate the ELA Standards into a series of rich, connected, instructional tasks.

Classroom applications, student examples, and valuable teaching tools make this the resource you'll turn to again and again as you implement the CCSS in your classroom, school, and district.

Reading Foundations addresses the issue of teaching phonemic and orthographic skills to beginning and struggling readers. A program is outlined that provides a step-by-step process and structure with fully-developed practice exercises. These exercises are designed so that they can be used in the classroom. Reading Foundations includes three programs that examine ways to overcome reading failure for those having problems in the early stages of reading acquisition. The three programs include: 1) The Good Feedback Program: provided for teachers, paraprofessionals, and parents who have become aware that a child has developed a set of negative self-attributions about their ability to learn. 2) The Step-By-Step Phonemic and Orthographic Intervention Program: a systematic program for developing phonemic and orthographic skills, using the most common units of sound and written language that are vital in 'cracking the code.' 3) The Story Tree Program: a novel method of allowing the learner to overlearn common words and develop a sight vocabulary, while still holding interest by using a detextualized set of sentences that can be used in almost any order to make different story structures. Reading Foundations' three related programs allow for movement between an explicit phonics approach and a text approach (and vice versa). These three programs are unique in that they support struggling readers who have had successive learning failure.