This practical K–12 teacher resource explains the "whats," "whys," and "how-tos" of using Questioning the Author (QtA), a powerful approach for enhancing reading comprehension and engagement. Thorough yet concise, the book shows how to plan lessons using both narrative and expository texts, formulate open-ended Queries, and guide class discussions around them. The authors discuss how QtA has evolved over many years of classroom application and include innovative ideas for integrating vocabulary instruction and writing prompts into QtA lessons. Also provided are steps for gradually transitioning from teacher-led instruction to independent reading. The book features extended examples of teachers implementing QtA, as well as four complete texts that can be downloaded and printed for classroom use.
Noting that elementary-school students often fail to understand many of the ideas presented in school textbooks, this book presents the Questioning the Author (QtA) strategy, which is designed to establish...
The authors provide tools, tips, and examples for teaching vocabulary in this complementary companion to Bringing words to life.
Presents a guide to a research-based approach to reading comprehension to use with any kind of text, providing information on selecting texts, developing lessons, and guiding discussions.
Edinburgh, UK: Pearson Education. Duin, A. H., & Graves, M. F. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22, 311–330. Dunn, L. M., & Dunn, D. M. (2007).
This book also considers comprehension for different purposes, in particular reading for pleasure and reading to learn and explores how reader characteristics such as interest and motivation can influence the comprehension process.
This book explains the relationship between comprehension and close reading and offers step-by-step guidelines for teaching both of these key elements of literacy.
"The Reading Comprehension Blueprint: Helping Students Make Meaning from Text provides readers with a deeper understanding of reading comprehension and recommendations for developing evidence-based instruction.
This book brings together some of the world’s foremost literacy scholars to discuss how research influences what teachers actually do in the classroom.
Practical ideas for building children's decoding skills by teaching letter-sound relationships, blending, word building and multi-syllable words.
Additionally, science texts are often inconsiderate (Daniels & Zemelman, 2003/2004), meaning that they can be poorly organized, overloaded with information, and difficult to read. McGlynn and Kelly (2019) have likened reading science ...