By Elaine K. McEwan-Adkins
Presents forty research-based equipment with feedback for simple implementation to aid suffering readers, and lines 3 tables of contents (traditional, topical, and problem-solving) formatted for fast reference.
Read Online or Download 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 PDF
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Additional resources for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12
1 Kind of Inference • 21 Sample Inference Statements Text Statement Question (Answer) Location or setting The rider hung on tightly with both legs to avoid being tossed to the ground. Where is this happening? (Rodeo) Career, occupation, or job She swirled the frosting around the cake and then placed it in the display case. What is this person’s occupation? (Baker) Feeling I won first prize in the science fair. What is the feeling being described? (Pride, joy, exhilaration, relief, surprise) Time (clock) The rooster was crowing.
Hang this motto on your classroom wall: “Read four. ” It reminds students that it’s not enough to read it once and give up. Skilled readers keep at it until they get it. Put up a poster containing this Walt Whitman quote (from Gilbar, 1990): The process of reading is not a half-sleep, but in the highest sense, an exercise, a gymnast’s struggle; that the reader is to do something 37 38 • 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6–12 for himself [herself], must be on the alert, must himself [herself] construct indeed the poem, argument, history, metaphysical essay—the text furnishing the hints, the clue, the start or framework.
1999. Reading for Understanding. RESEARCH ON THE POWER OF QUESTIONING Davey & McBride, 1986; King, 1990; Nolte & Singer, 1985; Raphael, 1984. 7 Teach Students How to Question the Author The important thing is not to stop questioning. —Albert Einstein I ntroduce students to the idea of a fallible author or, in the case of textbooks, a committee of fallible authors. Explicitly teach and model for students how to • Identify difficulties with the way the author has presented information or ideas • Question the author’s intent or particular choice of vocabulary • Zero in on the precise meaning an author is trying to convey • Recognize when an inference about the author’s intentions is needed because the author’s conclusions are not clearly articulated The purpose of questioning the author is to make public the processes of comprehension.
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