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Building Comprehension in Every Classroom Instruction with Literature, Informational Texts, and Basal Programs

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The Guilford Press
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This is the edition with a publication date of 10/3/2013.
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This book presents a practical model and specific unit- and lesson-planning ideas for enhancing students' reading comprehension in any 2-8 classroom. The authors provide innovative suggestions that help teachers construct a comprehension curriculum organized around literature, informational texts, or a basal reading program. Vivid case examples and vignettes bring to life ways to build the knowledge, strategies, and motivation that children need to engage with different types of texts and become proficient, enthusiastic readers. Sidebars throughout the volume link instructional and assessment practices directly to the Common Core standards.

Author Biography

Rachel Brown, PhD, is Associate Professor in the Reading and Language Arts Center at Syracuse University, where she teaches graduate courses in literacy education. Previously she worked as a middle school learning specialist at the American School in London. Dr. Brown is a recipient of the Elva Knight Research Grant from the International Reading Association. Her research and publications focus on elementary and middle school literacy instruction, with specific interests in comprehension strategies instruction, self-regulated learning, teacher professional development, and technology and literacy. Peter Dewitz, PhD, is Professor of Education at Mary Baldwin College. Formerly he taught at California State University, Los Angeles; the University of Toledo; and the University of Virginia. Dr. Dewitz is also a researcher and staff developer who has worked in many school districts, states, and countries, helping public schools to improve their reading comprehension instruction. Prior to becoming a professor, he taught fifth and sixth grade in Los Angeles. Dr. Dewitz has written three previous books and over 40 articles on reading instruction and reading programs.

Table of Contents

Foreword, Nell K. Duke 1. What Does Good Comprehension Look Like? 2. Beyond the Reader: Texts and Contexts of Comprehension 3. Teaching Comprehension 4. Assessment 5. Comprehending Literature: Planning for Instruction 6. Teaching Literature 7. Comprehending Inquiry: Planning for Instruction 8. Developing Good Comprehension within Inquiry Instruction 9. Planning Comprehension Instruction with Your Basal Reading Program 10. Teaching Reading Comprehension with Your Basal Reading Program 11. Conclusion: What We Hoped You Have Learned

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