Teaching Reading Comprehension to Students with Learning Difficulties book cover

Teaching Reading Comprehension to Students with Learning Difficulties book cover

second Edition

Teaching Reading Comprehension to Students with Learning Difficulties

Copyright Year 2015

Preview

Book Description

This practitioner resources and class text has given thousands of K-12 teachers show-based tools for helping students--particularly those at chance for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, consummate with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that practiced readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking give-and-take questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient eight 1/two" x xi" size.

New to This Edition
*Chapters on content-area literacy, English linguistic communication learners, and intensive interventions.
*Incorporates electric current research on each component of reading comprehension.
*Discusses ways to align instruction with the Common Cadre State Standards.
*Boosted instructional activities throughout.

Table of Contents

1. Overview of Reading Comprehension
2. Assessing Reading Comprehension
iii. Vocabulary Education
4. Instructional Practices That Promote Reading Comprehension
five. Promoting Content-Area Literacy
half dozen. Supporting English Linguistic communication Learners with Learning Difficulties
7. Intensive Interventions for Students with Significant Reading Comprehension Difficulties
8. Multicomponent Approaches to Strategy Instruction
Glossary

Writer(s)

Biography

Janette M. Klingner, PhD, until her death in 2014, was Professor of Bilingual Special Education at the University of Colorado Boulder. Her main areas of inquiry were reading comprehension strategy instruction in diverse, inclusive secondary science and social studies classes; professional development that enhances teacher quality in diverse, inclusive classrooms; response to intervention for English language learners (ELLs); and the asymmetric representation of students of colour in special education. She authored or coauthored more than 130 articles, books, and book chapters. Dr. Klingner was past president of the Division of Learning Disabilities of the Council for Infrequent Children (CEC), Vice President of the International Academy for Research on Learning Disabilities, and Associate Editor of the Periodical of Learning Disabilities. She was a recipient of the Early on Career Award from the American Educational Research Association (AERA) and the Distinguished Researcher Accolade from the Special Educational activity Research Special Interest Group of AERA.

Sharon Vaughn, PhD, holds the H. Due east. Hartfelder/Southland Corporation Regents Chair in Human Evolution at the Academy of Texas at Austin and is Executive Director of the Meadows Center for Preventing Educational Risk. She has written numerous books and inquiry articles that accost the reading and social outcomes of students with learning difficulties, and is currently investigating constructive interventions for students with reading difficulties and students who are ELLs. Dr. Vaughn has served as Editor-in-Chief of the Journal of Learning Disabilities and coeditor of Learning Disabilities Enquiry and Practice. She has received the Career Research Honor from CEC, the Distinguished Researcher Honor from the Special Educational activity Research Special Interest Group of AERA, the Career Excellence Award from the Academy of Texas, and the Albert J. Harris Honour from the International Reading Association.

Alison Boardman, PhD, is Assistant Research Professor in the Schoolhouse of Teaching at the Academy of Colorado Boulder, where she conducts reading intervention research and teaches courses on differentiating instruction for various learners. Her research interests include interventions for struggling readers, meeting the needs of diverse learners in general education classrooms, and providing effective professional person development and coaching. Dr. Boardman was previously a special educational activity teacher in pull-out and inclusion settings in elementary and middle schools.

Reviews

I recommend this volume for undergraduate and graduate students and practicing teachers who work with students who struggle to understand or acquire from text. The second edition is updated with valuable discussions of implementing the Common Cadre State Standards, evidence-based practices for English language learners, and the distinction between disciplinary literacy and content-expanse literacy.--Barbara Foorman, PhD, Francis Eppes Professor of Education and Manager, Florida Center for Reading Enquiry, Florida State University

There are many expert books out there on reading comprehension, and many virtually students who struggle in learning to read. This book is and then welcome--so indispensable--considering it manages to accost both bug well and at in one case. If you lot want to know how to successfully teach struggling readers to empathise and appreciate what they are reading, this is the book you have been waiting for. --Timothy Shanahan, PhD, Distinguished Professor Emeritus, Department of Curriculum and Pedagogy, University of Illinois at Chicago

Every bit a busy teacher, when I read a book, I want information technology to be full of useful research and activities that I can implement easily and immediately. Teaching Reading Comprehension to Students with Learning Difficulties is just that kind of book. It offers relevant information--organized in a very attainable fashion--that has helped make me a better teacher.--Jasmine McGarr, MSEd, elementary resource teacher, St. Vrain Valley School District, Longmont, Colorado

-_x000D_This is an first-class how-to book designed to assistance undergraduate and graduate students, as well equally practicing teachers, in extending their knowledge of reading comprehension instruction for difficult-to-teach students or those with learning disabilities....It contains proven ideas tor didactics reading comprehension skills, making information technology a valuable resource....Highly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, ii/1/2008