LEADER 04051nam 2200625Ia 450 001 9910792092103321 005 20230802012804.0 010 $a1-283-59826-4 010 $a9786613910714 010 $a1-4625-0643-7 035 $a(CKB)2560000000093159 035 $a(EBL)1024333 035 $a(OCoLC)810318207 035 $a(SSID)ssj0000711881 035 $a(PQKBManifestationID)11433524 035 $a(PQKBTitleCode)TC0000711881 035 $a(PQKBWorkID)10722123 035 $a(PQKB)10844243 035 $a(MiAaPQ)EBC1024333 035 $a(EXLCZ)992560000000093159 100 $a20120507d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeaching strategic processes in reading$b[electronic resource] /$fJanice F. Almasi, Susan King Fullerton 205 $a2nd ed. 210 $aNew York $cGuilford Press$d2012 215 $a1 online resource (386 p.) 300 $aDescription based upon print version of record. 311 $a1-4625-0629-1 311 $a1-4625-0642-9 320 $aIncludes bibliographical references and index. 327 $aCover; Front Matter; Title Page; Copyright; Dedication; About the Authors; Acknowledgments; Preface; Contents; One--What Does It Mean to Be Strategic?; What Is Involved in Strategic Processing?; Why Is Strategic Processing Important?; What Are Cognitive Strategies?; What Are the Characteristics of Good Strategy Users?; Why Students Do Not Use Strategies; Summary; Two--Critical Elements of Strategies Instruction: Designing Effective Environments; Strategy Instruction Formats and Their Criticisms; The Critical Elements of Strategies Instruction Model; Summary 327 $aIndividual Informal Assessments of Strategic ProcessingGroup-Administered Informal Assessments Related to Strategic Processing; Generating Hypotheses about Students' Strategy Use; Summary; Five--Why Students Struggle with Comprehension; Defining Comprehension; Students Who Struggle with Comprehension; Sources of Comprehension Difficulties; Summary; Six--Strategy Instruction That Enhances Comprehension; Implicit Instruction of Comprehension Strategies; Explicit Instruction of Comprehension Strategies; Summary; Seven--Strategy Instruction That Enhances Word Recognition 327 $aHow Do Readers Learn to Recognize Words?What Strategies Do Readers Use to Recognize Words?; Coordinating Flexible Use of Sets of Strategies; Summary; Eight--The Path to Becoming a Successful Strategies Teacher; Growth as Teachers of Strategic Processing; Examples of Teachers' Growth and Development; Painless Aspects; Challenging Aspects; In Their Own Words; Summary; Nine--Conclusions: Putting It All Together; Putting It All Together: Strategies Instruction across a Day and across the Week; Summary; References; Children's Literature; Index 330 $aThis accessible teacher resource and course text shows how to incorporate strategy instruction into the K-8 classroom every day. Cutting-edge theory and research are integrated with practical guidance and reflections from experienced teachers of novice and struggling readers. The book describes the nuts and bolts of creating classroom contexts that foster strategy use, combining explicit comprehension instruction with scaffolded support, and providing opportunities for students to verbalize their thinking. It features reproducible learning activities and planning and assessment tools. New to T 606 $aReading 606 $aReading comprehension 606 $aWord recognition 615 0$aReading. 615 0$aReading comprehension. 615 0$aWord recognition. 676 $a372.41 686 $aLAN010000$aEDU029020$aLAN013000$2bisacsh 700 $aAlmasi$b Janice F$01212039 701 $aFullerton$b Susan King$01575011 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792092103321 996 $aTeaching strategic processes in reading$93851681 997 $aUNINA