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Get the "big picture" of teaching reading in the middle school, including research, as well as the practical details you need to help every stydent become a better reader. Veteran teacher Laura Robb shares how to: teach reading strategies across the curriculum, present mini-lessons that deepen students' knowledge of how specific reading strategies work; help kids apply the strategies through guided practice; support struggling readers with a plan of action that improves their reading motivation; and much more.
The last three decades have been a time of renewed interest in middle-level education. In fact, membership in the National Middle School Association has skyrocketed. Also, current research and theory in reading education have contributed to what educators know about the most exciting ways for improving literacy abilities. This is a new EDITION of the best-selling guide to middle-school literacy instruction and literacy programs. Numerous strategies are recommENDed for the instruction of vocabulary, comprehension, study skills, and using literature across the curriculum. This book is for prospective and practicing teachers, program specialists, and resource teachers concerned with improving the literacy abilities of mid-level learners. Parents will also find it helpful.
This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
The purpose of this bulletin is to help teachers, supervisors, administrators, and other educators improve the quality of reading done by junior high school pupils. Interest in ways to teach developmental and remedial reading in the junior high school is nationwide. Junior high school principals and teachers of various subjects are particularly interested in developing schoolwide reading programs. In an effort to assist these professional personnel, the Secondary School Section in the fall of 1956 invited some of the reading authorities, consultants, and directors of clinics to participate in a two-day reading conference, December 13 and 14, 1956, at Washington, D.C. The purposes of the conference were as follows: (1) To consider ways in which sound research findings may be used to improve instruction in reading; (2) To offer suggestions for initiating a developmental reading program; to suggest guiding principles, learning experiences, and types of materials for conducting a developmental reading program in high school; (3) To define the responsibilities of various subject matter teachers for instruction in reading; (4) To outline means for starting a remedial program; to offer guidelines for organizing and operating a remedial program in the junior high school; (5) To consider the relationship of evaluation to reading improvement; and (6) To review two statewide programs for improving reading. The emphasis throughout this bulletin is on research, particularly the implications of significant research for the improvement of reading instruction and for the conduct of sound developmental and remedial reading programs. The document is divided into six sections. Part I--Research in Reading-- contains the following papers: (1) What Does Research Suggest about Ways to Improve Reading Instruction? (Arthur E. Traxler); (2) What Does Research Tell the Classroom Teacher about the Basic Causes of Reading Disability and Retardation? (Margaret J. Early); (3) What Does Research Tell about the Reading Interests of Junior High Pupils? (Arno Jewett). Part II--Developmental Reading--includes: (1) How Can a Junior High School Staff Get a Schoolwide Developmental Program Under Way? (Carl J. Freudenreich); (2) What Should Be the Objectives of a Schoolwide Developmental Program? (George Murphy); (3) What Experiences, Activities, and Materials Are Helpful in a Developmental Reading Program? (Paul Witty); and (4) Reading Experiences to Help Adolescents in Their Search for the "1" (Dwight L. Burton). Part III--Responsibilities for Reading Instruction--contains: (1) What Are the Responsibilities of Language Arts and Core Teachers for Teaching Reading? (Nancy Young); (2) The Problem of Reading Instruction in Mathematics (John R. Clark); (3) The Responsibilities of Science Teachers for Teaching Reading (J. Darrell Barnard); and (4) What Are the Responsibilities of Social Studies Teachers for Teaching Reading? (Mabel Rudisill). Part IV--Remedial Reading--covers the following topics: (1) How to Conduct a Remedial Reading Program (Guy L. Bond); and (2) How to Organize a Remedial Reading Program (Gilbert B. Schiffman). Part V--Evaluation to Improve Reading--includes: (1) How Can Teachers Determine Pupils' Reading Status? (Donald L. Cleland); and (2) How Can Standardized Tests and Other Evaluative Means Be Used to Improve Reading? (Ullin W. Leavell). Part VI--What is Being Done on the State Level to Improve Reading?-- includes: (1) Junior High School Reading Programs in Connecticut (Leonard W. Joll); and (2) The Development of a Program to Improve the Teaching of Reading in Texas (Jewell Askew). The following are appended: (1) Selected References on Developmental and Remedial Reading for High School Teachers and Administrators; and (2) "What Do You Like to Read" (form prepared by Arno Jewett). Individual papers contain references and footnotes. [Best copy available has been provided.].
The untold story of the root cause of America's education crisis--and the seemingly endless cycle of multigenerational poverty. It was only after years within the education reform movement that Natalie Wexler stumbled across a hidden explanation for our country's frustrating lack of progress when it comes to providing every child with a quality education. The problem wasn't one of the usual scapegoats: lazy teachers, shoddy facilities, lack of accountability. It was something no one was talking about: the elementary school curriculum's intense focus on decontextualized reading comprehension "skills" at the expense of actual knowledge. In the tradition of Dale Russakoff's The Prize and Dana Goldstein's The Teacher Wars, Wexler brings together history, research, and compelling characters to pull back the curtain on this fundamental flaw in our education system--one that fellow reformers, journalists, and policymakers have long overlooked, and of which the general public, including many parents, remains unaware. But The Knowledge Gap isn't just a story of what schools have gotten so wrong--it also follows innovative educators who are in the process of shedding their deeply ingrained habits, and describes the rewards that have come along: students who are not only excited to learn but are also acquiring the knowledge and vocabulary that will enable them to succeed. If we truly want to fix our education system and unlock the potential of our neediest children, we have no choice but to pay attention.
"Nonfiction intrudes into our world and purports to tell the truth. To evaluate that truth, we need students to be sophisticated, skillful, and savvy readers. And that's why Kylene and Bob wrote Reading Nonfiction, a book that presents: 3 big questions that develop the stance needed for attentive reading; 5 signposts that help readers analyze and evaluate the author's craft; and 7 strategies that develop relevance and fix up confusions"--Back cover.