Gaining the skills to critically read a wide variety of informational texts is more important than ever for today's K-12 students. This carefully crafted book offers 40 standards-based instructional activities that teachers can immediately put to use in the classroom. Clear rationales and step-by-step instructions are provided for implementing each strategy, together with helpful classroom examples and suggested texts for different grade levels. In a large-size format for easy photocopying, the book includes 44 reproducible worksheets. Purchasers get access to a Web page where they can download and print the reproducible materials. (Prior edition title: 35 Strategies for Guiding Readers through Informational Texts.) New to This Edition *Now features more strategies, including 16 that are completely new. *Explicit links throughout to the Common Core State Standards (CCSS) and other current standards. *Two additional strands of activities: Reading Closely and Discussion. *Numerous new and revised reproducible tools--all downloadable.
Close Thinking (Lapp, Moss, Grant, & Johnson, 2015) is a specific type of
classroom reading or listening experience ... using graphic organizers, peer
discussions, think-alouds, and other strategies designed to deepen student
thinking.
Motivated by the theory of text-based situational interest and Dual Coding Theory, the purpose of this study was to explore the effects of seductive details and concrete elaboration on the reading comprehension and interest of 1st year EFL high school students with different language proficiencies. To that end, 254 first year Korean high school students participated in the study. They were instructed to read one of the three types of texts (base, seductive details, concrete elaboration), and respond to a 12 item multiple choice test. They also self-rated their comprehensibility and the interestingness for each text.
Even well comprehended ideas may not be recalled due to individual difference
in memory capacity (Brantmeier, 2003; Sadoski, Goetz, ... Inferential questions
measured the participants' ability to comprehend the implications of the texts.
When evaluating premises, a majority of students selected the evidence as their source, but verbal responses indicated that students reasoned from text-based evidence, prior knowledge and their beliefs, despite selecting the evidence basis. Their particular basis depended upon the premise statement being evaluated.
Two narratives were then constructed simulating an argument between two
participants concerning a promise made, one stating the conditions for the
promise explicitly (e.g., “if the game was cancelled, then the promise would be off
and they ...
The purpose of the study was to investigate the effects of a comprehensive persuasive writing intervention based on the characteristics of the text structure on the persuasive writing of 8th graders. Students were randomly assigned to two treatments: Practice group and Procedural Facilitation group. Both of the groups received treatment in planning and revising persuasive essays. The writing of the students in the Procedural Facilitation treatment group was supported by implementing a free-writing drafting strategy during planning and by providing procedural facilitation for use during revision. Students' pre-test and post-test essays were scored for overall persuasiveness and elements of persuasive discourse. The hypothesis that the instruction in the Procedural Facilitation condition would be more effective in helping students to increase the overall persuasiveness of their essays and ability to include well-developed persuasive elements were not supported by the results of the study. However, across the conditions, significant increases in the participants' performance from pre-test to post-test were observed on both dependent measures, indicating the effectiveness of both types of instruction used during the intervention. In addition, the results indicated the students' ability to produce well-developed elements of persuasive discourse was influenced by the topic of the prompt. Limitations and implications for practice are discussed.
Disfluencies in comprehending argumentative texts. Reading Psychology, 25,
205-224. Lumbelli, L., Paoletti, G., & Frausin T., (1999). Improving the ability to
detect comprehension problems: for revising to writing. Learning and Instruction,
9 ...
The results of this study have some important implications. They point toward the need for a reevaluation of the assessment methods and placement criteria that are commonly used to place students in texts by matching student reading ability with text readability. This study also suggests a need to think more critically about the concept of text difficulty as a construct used both in research and in practice.
The use of text-specific comprehension questions for each student necessarily
introduced some variability into the results, although the use ... and
connectedness of text content: a retelling for a book of 50 poems is qualitatively
different than a retelling for a narrative picture book. ... writing) had a significant
influence on students' recall, independent of the influences of prior knowledge
and reading ability.
Effective research-based strategies, model lessons, and support is provided for K-8 teachers in this professional guide which defines purposeful talk, why it is important, and how it increases comprehension to help learners better understand text. With this guide, teachers can empower learners to have purpose-driven discussions in order to develop their thinking skills and enhance comprehension. Talking About Text takes a detailed look at the body of behaviors that enable learners to talk in a constructive manner in order to get the talking started. Model lessons demonstrate how to utilize effective strategies to think and talk about text. Suggestions for working through difficulties with purposeful talk are also included, making this resource especially useful for teachers by providing comfort in the realization that such difficulties are predictable and solvable. This resource is aligned to the interdisciplinary themes from the Partnership for 21st Century Skills and supports the Common Core State Standards. 112pp.
To ensure full participation in the thinking and talking, Don opted to display the
text using the document camera and chose to read it ... of the decisions around
thinking and talking is what helps build the habits that eventually enable strong
independent abilities. ... Following the lesson plan you will find the lesson
narrative.
Findings from this study revealed third-grade students can improve their expository text comprehension when given explicit instruction incorporating graphic organizers. Further, this study suggested the importance of creating a collaborative environment with appropriate scaffolded instruction. Outcomes in rhetorical pattern knowledge, graphic organizers, and scaffolded instruction, all support future research concerning pedagogically sound instructional methods for providing expository text instruction to students of all ages.
Success in work and society depends largely upon the ability to comprehend this
type of text (Duffy & Roehler, 1989; Durkin, 1993). However, there is ample
research to suggest that many children are not learning to read and write
expository ...
High school teachers require their students to gain information independently from text; however, up to 40% of high school students are unable to do so. Therefore, it is necessary to examine the need for teaching reading at the secondary level. Twenty tenth-graders with learning disabilities participated in this study. The independent variable was the type of reading intervention: text reading, vocabulary learning, a combination or text reading and vocabulary learning, and no intervention. The dependent variables were reading fluency, vocabulary knowledge, and science knowledge. Student participants were assigned to conditions in a counter-balanced order using a within-subject design, and passages were coupled with intervention so that each passage appeared equally across interventions. Instructional reading passages were taken from a standard biology text, and treatment was conducted on these passages only. Two weeks following treatment, measures on generalization passages were taken. Data were analyzed using repeated measures ANOVA. Results from this study could have implications in furthering the body of research for teaching reading to adolescents.
Two of the measures included 10 comprehension questions from the narrative
passages only; no comprehension questions were included on the science
passages. ... Students practiced the strategy by first using the narrative passages
written at their ability level and then proceeding through increasingly ... A
generalization probe on reading fluency only was obtained on the grade level
science text.
Hypothesis Two: There will be no difference on comprehension scores for literal-
level questions between sixth-grade average-ability readers who are oriented to
narrative text with personal response questions and sixth-grade average-ability ...
