Developing Reading Comprehension: Effective Instruction for All Students in PreK-2 (The Essential Library of PreK-2 Literacy)

Synopsis

Our Goal In This Book Is To Describe The Instruction That Children Need To Help Them Transition From Learning From Their Own Experiences To Learning From Text And From Developing Listening Comprehension To Reading Comprehension. We Provide Descriptions Of Research-validated Practices That Can Be Implemented In Preschool To Grade 2 Classrooms So That Children Improve Their Comprehension And Can Articulate Their Understanding In Both Oral And Written Formats. Additionally, This Book Provides Recommendations To Help Teachers Support Emergent Bilinguals (children Who Know One Language At Home, But Who Are Acquiring English At School, Often Called English Learners), Dialect Speakers, And Children From Diverse Cultural And Linguistic Backgrounds. We Also Focus On Children Who Require Something Extra To Overcome Meaning-making Hurdles-- Machine Generated Contents Note: 1. Unifying Theory, Research, And Practice -- Guiding Questions -- What's Development Got To Do With It? -- Using What We Know: Basing Practice On Existing Research -- Essential Elements -- Conclusion -- Self-assessment -- 2. Comprehension Considerations For Students From Diverse Linguistic And Cultural Backgrounds -- Guiding Questions -- Common Reading Comprehension Assumptions And Findings -- Issues Specific To English Learners -- Issues Specific To Dialect Speakers -- Other Issues Specific To Students In High-poverty Schools And From Diverse Backgrounds -- Conclusion -- 3. It's All About Scaffolding -- Guiding Questions -- Applying The Gradual Release Of Responsibility -- The Role Of Scaffolding In Instructional Organization -- The Teacher Read-aloud -- Shared Reading -- Guided Reading -- Independent Reading -- Conclusion -- 4. Using Content To Create Engagement -- Guiding Questions -- Making Sense Of The World: Building Bridges From Experience To Texts -- Vocabulary, Text, And Knowledge -- Using Themes And Disciplinary Content To Support Meaning Making -- Using Themes And Disciplinary Content To Support Vocabulary Development -- The Value Of Authentic Experiences In Classroom Settings -- How Do You Plan An Integrated Curriculum? -- Making Powerful Text Selections -- Helping Students Process Multiple Texts -- Expanding To Include Internet And Hypermedia -- Incorporating Instructional Videos In New Ways -- Formative Assessment And Themed Instruction -- Conclusion -- 5. Comprehension Strategy Instruction And Self-regulation -- Guiding Questions -- Overview Of Research -- Implementing Comprehension Strategy Instruction -- Avoiding Strategy Traps -- Considerations For English Learners -- Assessment Of Comprehension Strategies -- Conclusion -- 6. Let's Talk About It: High-level Discussions -- Guiding Questions -- Overview Of Research -- Implementing High-level Discussions -- Considerations For English Learners -- The Evaluation Of High-level Discussions -- Conclusion -- 7. Written Responses To Texts And Writing Projects -- Guiding Questions -- Overview Of Research -- Writing To Express And Extend Comprehension -- Considerations For English Learners -- Assessment -- Conclusion -- 8. Assessing Reading Comprehension In The Early Grades -- Guiding Questions -- Overview Of Research -- Common Formative Assessments And Classroom-based Assessments -- Assessing The Comprehension Of Emergent Readers -- Assessing The Comprehension Of Novice Readers -- Standardized And Standards-based Reading Comprehension Tests -- Assessment Considerations For English Learners And Students From Diverse Cultural And Linguistic Backgrounds -- Conclusion -- 9. Beyond The Classroom: Intervening To Provide Additional Comprehension Support -- Guiding Questions -- Figuring Out How To Help: Using Assessment To Dig More Deeply -- Who, When, And Where? -- Interventions -- Conclusion. Katherine A. Dougherty Stahl, Georgia Earnest Garci;a. Includes Bibliographical References And Index.