Good Habits, Great Readers

This text presents a simple plan to help teachers move their students along the continuum from good readers to great readers by capitalizing on the seven research-driven habits that great readers manifest.  Chapters dedicated to each habit help you envision the comprehension issues to be tackled to help readers acquire each habit on their journey, and each chapter ends with a Moving from Good to Great feature that helps you notice and encourage the behaviors that will become, in your students, the habits of great readers.

• Great Readers See Themselves as Readers
• Great Readers Make Sense of Text
• Great Readers Use What They Know
• Great Readers Understand How Stories Work
• Great Readers Read to Learn
• Great Readers Monitor and Organize What They Read
• Great Readers Are Critical

 
 
Responses from the Field
The authors have “nailed” it as far as the chapter topics capturing important issues in comprehension development go.  The order of topics is spot-on developmentally.  I am in awe of the skill the authors showed in integrating and operationalizing so many of the comprehension techniques and strategies that teachers are taught all through their coursework.
Barbara Pettegrew, Otterbein College
 
I would consider this one of the best user-friendly approaches to critical literacy that I have seen.
Roderick E. Winters, Winona State University
 
About the Authors
Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has co-authored several books on literacy. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs.
 
Douglas Fisher, Ph.D., is a Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and the past Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as several books on literacy. He has taught a variety of courses in SDSU's teacher-credentialing program as well as graduate-level courses on English language development and literacy.  A former early intervention specialists, language development specialist, he has also taught high school English, writing, and literacy development.  
 
Adam Berkin has spent his career in education, working in teaching, educational publishing and staff development. He holds a MEd in Elementary Education from Lesley College and MA in English from University of Chicago. Adam began his career in teaching, working in both elementary and middle schools. He also was an Adjunct Professor at Bank Street College of Education. In the last ten years, Adam has worked at several education publishing. Adam works closely with teachers, administrators and researchers to conceptualize innovative, research-based products. Adam's publications include articles in Instructor, Children's Literature in Education and Creative Classroom. He regularly presents at IRA and NCTE.

List of contents

Table of Contents
Chapter 1: Going from Good to Great
            Good Readers: A Collection of Evidence
            Skilled or Strategic Readers?
            Great Readers Display Habits
Chapter 2: Great Readers See Themselves as Readers
            Taking Care of Books
            Choosing Books
            Knowing Yourself as a Reader
            Building Reading Stamina
Chapter 3: Great Readers Make Sense of Text
            Summarizing and Synthesizing
            Asking Questions
            Clarifying
            Making Predictions
Chapter 4: Great Readers Use What They Know
            Activating Background Knowledge
            Making Connections
            Building Vocabulary and Content Knowledge
            Inferencing
Chapter 5: Great Readers Understand How Stories Work
            Understanding Story Elements
            Identifying and Understanding Literary Devices
            Understanding and Analyzing Characters
            Understanding and Analyzing Plot and Setting
Chapter 6: Great Readers Read to Learn
              Setting and Monitoring Your Purpose for Reading
          Identifying and Using Text Features
             Identifying and Using Text Structures
Chapter 7: Great Readers Monitor and Organize What They Read
            Taking Notes on Fiction
            Taking Notes on Nonfiction Text
            Self-monitoring
            Visualizing
Chapter 8: Great Readers Are Critical
            Questioning the Commonplace in a Text
          Considering the Role of the Author
          Seeking Alternative Perspectives
          Reading Critically

About the author

Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has co-authored several books on literacy. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs.
 
Douglas Fisher, Ph.D., is a Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and the past Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as several books on literacy. He has taught a variety of courses in SDSU's teacher-credentialing program as well as graduate-level courses on English language development and literacy.  A former early intervention specialists, language development specialist, he has also taught high school English, writing, and literacy development.  
 
Adam Berkin has spent his career in education, working in teaching, educational publishing and staff development. He holds a MEd in Elementary Education from Lesley College and MA in English from University of Chicago. Adam began his career in teaching, working in both elementary and middle schools. He also was an Adjunct Professor at Bank Street College of Education. In the last ten years, Adam has worked at several education publishing. Adam works closely with teachers, administrators and researchers to conceptualize innovative, research-based products. Adam's publications include articles in Instructor, Children's Literature in Education and Creative Classroom. He regularly presents at IRA and NCTE.

Summary

This text presents a simple plan to help teachers move their students along the continuum from good readers to great readers by capitalizing on the seven research-driven habits that great readers manifest.  Chapters dedicated to each habit help you envision the comprehension issues to be tackled to help readers acquire each habit on their journey, and each chapter ends with a Moving from Good to Great feature that helps you notice and encourage the behaviors that will become, in your students, the habits of great readers.

• Great Readers See Themselves as Readers
• Great Readers Make Sense of Text
• Great Readers Use What They Know
• Great Readers Understand How Stories Work
• Great Readers Read to Learn
• Great Readers Monitor and Organize What They Read
• Great Readers Are Critical

Product details

• Authors: Adam Berkin, Nancy Frey
• Publisher: Pearson Academic
• Languages: English
• Product format: Paperback / Softback
• Released: 01.01.2008
• EAN: 9780131597174
• ISBN: 978-0-13-159717-4
• No. of pages: 160
• Weight: 310 g
• Series: Allyn & Bacon; Allyn & Bacon
• Subject: Humanities, art, music > Education > School education, didactics, methodology