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This book is about designing instruction that makes comprehension the priority in reading and in content area study. The comprehension model described responds to calls from literacy experts and professional organizations for inquiry-based instruction that prepares readers to be active meaning makers who are adept at both critical and creative thinking.
Table des matières
Foreword xv
Preface xvii
About the Author xxii
1 Comprehension Definitions, Issues, and Directions
2 Comprehension Problem Solving
Inquiry into Big Ideas Using Important Questions
3 Teachers, Context, and the Comprehension Task
4 Assessing to Differentiate Instruction
5 Explicit Teaching of Comprehension Strategies and Text Characteristics
6 Using Motivation Strategies to Engage Comprehension
7 Using Questioning to Promote Discussion and Conversation
8 Teaching Vocabulary and Fluency for Comprehension
9 Teaching Diverse Response Options to Show Comprehension
10 Organizing Main Events with Embedded Comprehension Practices
Appendices
References
Author Index
Subject Index
A propos de l'auteur
Claudia Comett
Résumé
This book is about designing instruction that makes comprehension the priority in reading and in content area study. The comprehension model described responds to calls from literacy experts and professional organizations for inquiry-based instruction that prepares readers to be active meaning makers who are adept at both critical and creative thinking.
