Full Description
Now in its third edition, Teaching Reading Comprehension Processesis a comprehensive and eclectic text that encourages critical thinkingand challenges readers to examine preconceived ideas about teachingcomprehension. Renowned comprehension expert Judith Irwin presentsan overview of the relationship among the reader, the text, and the situation,and how it affects the reading process. In light of the increasinglydiverse constitution of the U.S. student body, she suggests that weview the classroom, the school, and the community as connected parts of alarger society, and offers a rich collection of studies and researchfrom over 35 years experience as a wonderful resource for pre-service andpracticing teachers.New features to this edition include:* Current perspectives on teaching critical literacy, media literacy,and computer literacy to highlight the importance of informationconveyed through popular culture, images, and song.* Updated examples of the effect of the socio-cultural context on readingcomprehension.* A wealth of practical applications combining holistic practiceswith cognitive teaching.
Contents
Preface Acknowledgments CHAPTER ONEComprehension Processes: An Overview TRADITIONAL SUBSKILL MODELS AND METHODS COMPREHENSION PROCESSES SOCIO-CULTURAL CONTEXTS AN EXAMPLE A FINAL NOTE SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER TWOComprehension Process Teaching RESEARCH-BASED SOCIO-CULTURAL TEACHING PRACTICES MEANINGFUL AND AUTHENTIC READING ACTIVITIES DISCUSSIONS PROCESS INSTRUCTION WRITING FOR COMPREHENSION CULTURALLY RESPONSIVE AND RELEVANT TEACHING A NOTE ABOUT INSTRUCTIONAL METHODS SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER THREEUnderstanding and Connecting Sentences COMPREHENDING SENTENCES CHUNKING SELECTING DETAILS CONNECTING SENTENCES ANAPHORA CONNECTIVES SLOT-FILLING INFERENCES LOCAL VERSUS GLOBAL CONNECTIONS SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES SAMPLE RESOURCES FOR READERS'THEATER REFERENCES CHAPTER FOURUnderstanding the Whole STORY GRAMMARS SUMMARIZING SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER FIVEElaborating ELABORATIVE PROCESSES PREDICTION OTHER PRIOR-KNOWLEDGE ELABORATIONS MENTAL IMAGERY VISUAL LITERACY AFFECTIVE AND AESTHETIC RESPONSE HIGHER-LEVEL THINKING CRITICAL LITERACY FINAL CONSIDERATIONS FOR TEACHING ELABORATION SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER SIXMetacognition: Selecting, Evaluating, and Regulating Strategies COMPREHENSION MONITORING READING FOR REMEMBERING: STUDYING COMPUTER LITERACY SUMMARYSELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES SELECTED RESOURCES FOR WEBQUESTS CHAPTER SEVENReader Contexts: Who Is Reading? PRIOR KNOWLEDGE MOTIVATION CULTURAL DIFFERENCES SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER EIGHTText Contexts: What Is Being Read? READABILITY MATCHING STUDENTS WITH MATERIALS SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER NINESituational Contexts: Why, When, and Where Are They Reading? THE COMPREHENSION TASK THE SOCIAL CONTEXT SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES CHAPTER TENIntegrating Assessment and Instruction MULTICONTEXT ASSESSMENT THINKING ALOUD PORTFOLIO ASSESSMENT PRESCRIPTIVE TEACHING EXAMPLES A FINAL NOTE: "OUTER CONTEXT" SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES Answers to True or False Questions Index
