Teaching Reading Comprehension to Students with Learning Difficulties book cover

Teaching Reading Comprehension to Students with Learning Difficulties book cover

2nd Edition

Instruction Reading Comprehension to Students with Learning Difficulties

Copyright Yr 2015

Preview

Volume Description

This practitioner resources and course text has given thousands of K-12 teachers testify-based tools for helping students--particularly those at run a risk 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 means to appraise comprehension, build the skills that good readers rely on, and teach students to employ multiple comprehension strategies flexibly and finer. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient eight 1/ii" 10 11" size.

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

Tabular array of Contents

1. Overview of Reading Comprehension
ii. Assessing Reading Comprehension
3. Vocabulary Instruction
4. Instructional Practices That Promote Reading Comprehension
v. Promoting Content-Surface area Literacy
vi. Supporting English language Language Learners with Learning Difficulties
vii. Intensive Interventions for Students with Pregnant Reading Comprehension Difficulties
8. Multicomponent Approaches to Strategy Pedagogy
Glossary

Writer(s)

Biography

Janette K. Klingner, PhD, until her death in 2014, was Professor of Bilingual Special Education at the Academy of Colorado Boulder. Her main areas of enquiry were reading comprehension strategy instruction in diverse, inclusive secondary scientific discipline and social studies classes; professional evolution that enhances teacher quality in diverse, inclusive classrooms; response to intervention for English language learners (ELLs); and the disproportionate representation of students of color in special education. She authored or coauthored more than 130 articles, books, and book chapters. Dr. Klingner was by president of the Division of Learning Disabilities of the Quango for Exceptional Children (CEC), Vice President of the International Academy for Enquiry on Learning Disabilities, and Acquaintance Editor of the Journal of Learning Disabilities. She was a recipient of the Early on Career Award from the American Educational Inquiry Association (AERA) and the Distinguished Researcher Laurels from the Special Education Research Special Interest Group of AERA.

Sharon Vaughn, PhD, holds the H. East. Hartfelder/Southland Corporation Regents Chair in Homo Evolution at the University of Texas at Austin and is Executive Manager of the Meadows Center for Preventing Educational Take chances. She has written numerous books and research articles that address the reading and social outcomes of students with learning difficulties, and is currently investigating effective interventions for students with reading difficulties and students who are ELLs. Dr. Vaughn has served as Editor-in-Chief of the Periodical of Learning Disabilities and coeditor of Learning Disabilities Research and Practice. She has received the Career Inquiry Accolade from CEC, the Distinguished Researcher Laurels from the Special Educational activity Inquiry Special Interest Grouping of AERA, the Career Excellence Accolade from the University of Texas, and the Albert J. Harris Honour from the International Reading Clan.

Alison Boardman, PhD, is Assistant Enquiry Professor in the School of Education at the Academy of Colorado Boulder, where she conducts reading intervention research and teaches courses on differentiating instruction for diverse learners. Her enquiry interests include interventions for struggling readers, meeting the needs of diverse learners in general didactics classrooms, and providing effective professional evolution and coaching. Dr. Boardman was previously a special education teacher in pull-out and inclusion settings in elementary and centre schools.

Reviews

I recommend this volume for undergraduate and graduate students and practicing teachers who piece of work with students who struggle to empathize or learn from text. The second edition is updated with valuable discussions of implementing the Common Core State Standards, evidence-based practices for English language learners, and the stardom between disciplinary literacy and content-area literacy.--Barbara Foorman, PhD, Francis Eppes Professor of Pedagogy and Director, Florida Centre for Reading Research, Florida Land University

In that location are many good books out at that place on reading comprehension, and many about students who struggle in learning to read. This book is then welcome--so indispensable--because it manages to accost both issues well and at once. If you desire to know how to successfully teach struggling readers to understand 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, Academy of Illinois at Chicago

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

-_x000D_This is an fantabulous how-to book designed to assist undergraduate and graduate students, equally well as practicing teachers, in extending their noesis of reading comprehension instruction for difficult-to-teach students or those with learning disabilities....It contains proven ideas tor instruction reading comprehension skills, making it a valuable resource....Highly recommended. Upper-partition undergraduates through practitioners. (on the first edition)--Choice Reviews, 2/i/2008