Efnisyfirlit

• Cover
• The Guilford Series on Intensive Instruction
• Title Page
• Copyright
• Dedication
• About the Authors
• Preface
• Acknowledgments
• Contents
• Chapter One: Overview of Reading Comprehension
  • How Do the Reading Comprehension Skills of Good and Poor Readers Differ?
  • Word Reading, Fluency, and Vocabulary: Essential Features of Reading Comprehension
  • What Is Involved in Reading Comprehension?
  • Conclusion
• Chapter Two: Assessing Reading Comprehension
  • Challenges of Measuring Reading Comprehension
  • Limitations of Traditional Comprehension Assessment Procedures
  • Reading Comprehension Measures
  • Measuring Metacognitive Reading Processes
  • Additional Considerations in Assessing Reading Comprehension
  • Conclusion
  • Appendix 2.1. Prompted Think-Aloud
• Chapter Three: Vocabulary Instruction
  • How Does Teaching Vocabulary Facilitate Reading Comprehension?
  • How Can We Assess and Monitor Vocabulary Learning?
  • Assessing Vocabulary Learning
  • What Are the Best Practices for Promoting Vocabulary Acquisition?
  • Conclusion
  • Appendix 3.1. Vocabulary Assessment within Social Studies Instruction
• Chapter Four: Instructional Practices That Promote Reading Comprehension
  • Instructional Practices in Reading Comprehension for Students with LD
  • Before Reading
  • During and After Reading
  • Strategies for Understanding Narrative Text
  • Reading and Writing Connections
  • Conclusion
• Chapter Five: Effectively Using Text to Promote Reading Comprehension
  • The Importance of Text in Reading Comprehension
  • Text Levels and Reading Comprehension Instruction
  • Selecting Appropriate Texts
  • Text Structure
  • Conclusion
• Chapter Six: Promoting Content-Area Literacy
  • What Is Content-Area Literacy?
  • What Is Disciplinary Literacy?
  • Reading in the Content Areas
  • Conclusion
• Chapter Seven: Supporting English Learners with Learning Difficulties
  • Who Are ELs?
  • Factors That Influence Comprehension for ELs
  • Recommended Instructional Practices to Support ELs with Reading Difficulties
  • Conclusion
• Chapter Eight: Intensive Interventions for Students with Significant Reading Comprehension Difficulties
  • How to Accelerate the Progress of Students with Significant Reading Comprehension Difficulties
  • Implementing Strategies That Enhance Cognitive Processing
  • Intensifying Instructional Delivery
  • Conclusion
• Chapter Nine: Multicomponent Approaches to Strategy Instruction
  • Reciprocal Teaching
  • Collaborative Strategic Reading
  • Multistrategy Inference Intervention
  • Conclusion
• Chapter Ten: Questions Teachers Ask about Teaching Reading Comprehension
  • The Role of Word Reading for Promoting Reading Comprehension
  • Secondary Content-Area Teachers and Reading Comprehension
  • Building Background Knowledge
  • Strategy Instruction and Reading Comprehension
  • Text Sources and Text Levels
  • Independent Reading, Reading Silently, and Reading Comprehension
  • Motivation and Reading Comprehension
• Appendix: Lesson Plans
  • Before-Reading Lesson Plans
    • Text Preview
    • Vocabulary Maps
    • Semantic Maps
    • Systematic Morphology Instruction
    • Essential Words Routine
  • During-Reading Lesson Plans
    • Main Idea Sketch
    • Get the Gist
    • Identifying the Main Idea
    • Does It Make Sense?
    • Activating Background Knowledge While Reading
    • Identifying Text-to-Self Connections
    • Making and Checking Predictions in a Book
    • Identifying Text-to-Text Connections
    • Identifying Characters and Setting
    • Identifying Sequence of Events in Story Structure
    • Identifying Problem and Solution in Story Structure
    • Identifying Cause and Effect
    • Generating Questions
    • Making Inference with Sentences
    • Making Inferences in Science
    • Click and Clunk
  • After-Reading Lesson Plans
    • What Do You Know?
    • Summarizing Information
    • Key Word Review
• Glossary
• References
• Index
• About Guilford Press
• Discover Related Guilford Books

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