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Maximizing effectiveness of reading comprehension instruction in diverse classrooms / / Sheri Berkeley and Ana Taboada Barber
| Maximizing effectiveness of reading comprehension instruction in diverse classrooms / / Sheri Berkeley and Ana Taboada Barber |
| Autore | Berkeley Sheri |
| Pubbl/distr/stampa | Baltimore, Maryland ; ; London, [England] ; ; Sydney, [Australia] : , : Paul H. Brookes Publishing Co., , 2015 |
| Descrizione fisica | 1 online resource (165 p.) |
| Disciplina | 372.47 |
| Soggetto topico |
Reading comprehension
Language arts (Middle school) Language arts (Secondary) Children with disabilities - Education Special education Inclusive education |
| ISBN |
1-59857-800-6
1-59857-798-0 |
| Classificazione | LAN010000LAN013000EDU048000 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Contents; About the Authors; Acknowledgments; Chapter 1: What Is Comprehension?; Overview of Reading Comprehension; How Is Language Development Related to Reading Proficiency?; Why Do Some Students Struggle With Learning Language?; What Does This Mean for Classroom Teachers?; Chapter 2: Basic Reading Skills; What Are Basic Reading Skills and Why Are They Important for Reading?; How Are Basic Skills Taught at the Secondary Level?; How Do I Select Texts for Students That Are Not Proficient in Basic Reading Skills?
What Are Considerations When Modifying Text or Providing Accommodations?What Are Other Considerations for Selecting Texts for Struggling Readers?; Chapter 3: Teach Vocabulary; What Is Vocabulary and Why Is It Important for Reading Comprehension?; What Types Of Vocabulary Words Should BE Explicitly Taught?; What Instructional Techniques Can Help Students Learn Important Vocabulary?; What Are Potential Problems With Students' Understanding Of Vocabulary?; How Can Teachers Assess Students' Understanding Of Vocabulary?; What Else Do Teachers Need to Know About Vocabulary? Chapter 4: Teach to Activate Students' Prior Knowledge and Help Them Make ConnectionsWhat Is Prior Knowledge and Why Is It Important for Reading Comprehension?; What Instructional Techniques Can Help Students Activate Prior Knowledge?; What Are Potential Problems With Student Activation of Prior Knowledge?; How Can Teachers Help Create Shared Prior Knowledge to Support Instruction?; What Are Other Aspects of a Reader's Prior Knowledge to Consider?; Chapter 5: Teach Students to Ask and Answer Questions; What Are Questioning Strategies and Why Are They Important for Reading Comprehension? What Are Types of Questions That Teachers Should Ask and Teach Students to Answer?How Can Students Be Taught to Ask Their Own Questions About Text?; How Can Questioning Help Students Summarize Text?; What Challenges Might Arise Related to Questioning?; What Else Do Teachers Need to Know About Questioning?; Chapter 6: Teach Students to Recognize Text Structure; What Is Text Structure and Why Is It Important for Reading Comprehension?; What Instructional Techniques Can Help Students Understand Narrative Text?; What Instructional Techniques Can Help Students Understand Expository Text? What Are Potential Problems When Using Graphic Organizers to Teach Students to Recognize How Text What Else Do Teachers Need to Know About Text Structure?; Chapter 7: Teach Students to Read Strategically and Monitor Their Comprehension; What Is Strategy Instruction and Why Is It Important for Reading Comprehension?; Why Is Comprehension Monitoring Important for Reading Comprehension?; What Does This Look Like in Instruction?; What Is the Bottom Line With Strategy Instruction?; Chapter 8: Motivation and the Struggling Reader; How Do Students Respond to Past Failures in Reading? Why Does Motivation and Engagement Matter for Reading Success? |
| Record Nr. | UNINA-9910787164403321 |
Berkeley Sheri
|
||
| Baltimore, Maryland ; ; London, [England] ; ; Sydney, [Australia] : , : Paul H. Brookes Publishing Co., , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Maximizing effectiveness of reading comprehension instruction in diverse classrooms / / Sheri Berkeley and Ana Taboada Barber
| Maximizing effectiveness of reading comprehension instruction in diverse classrooms / / Sheri Berkeley and Ana Taboada Barber |
| Autore | Berkeley Sheri |
| Pubbl/distr/stampa | Baltimore, Maryland ; ; London, [England] ; ; Sydney, [Australia] : , : Paul H. Brookes Publishing Co., , 2015 |
| Descrizione fisica | 1 online resource (165 p.) |
| Disciplina | 372.47 |
| Soggetto topico |
Reading comprehension
Language arts (Middle school) Language arts (Secondary) Children with disabilities - Education Special education Inclusive education |
| ISBN |
1-59857-800-6
1-59857-798-0 |
| Classificazione | LAN010000LAN013000EDU048000 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Title Page; Contents; About the Authors; Acknowledgments; Chapter 1: What Is Comprehension?; Overview of Reading Comprehension; How Is Language Development Related to Reading Proficiency?; Why Do Some Students Struggle With Learning Language?; What Does This Mean for Classroom Teachers?; Chapter 2: Basic Reading Skills; What Are Basic Reading Skills and Why Are They Important for Reading?; How Are Basic Skills Taught at the Secondary Level?; How Do I Select Texts for Students That Are Not Proficient in Basic Reading Skills?
What Are Considerations When Modifying Text or Providing Accommodations?What Are Other Considerations for Selecting Texts for Struggling Readers?; Chapter 3: Teach Vocabulary; What Is Vocabulary and Why Is It Important for Reading Comprehension?; What Types Of Vocabulary Words Should BE Explicitly Taught?; What Instructional Techniques Can Help Students Learn Important Vocabulary?; What Are Potential Problems With Students' Understanding Of Vocabulary?; How Can Teachers Assess Students' Understanding Of Vocabulary?; What Else Do Teachers Need to Know About Vocabulary? Chapter 4: Teach to Activate Students' Prior Knowledge and Help Them Make ConnectionsWhat Is Prior Knowledge and Why Is It Important for Reading Comprehension?; What Instructional Techniques Can Help Students Activate Prior Knowledge?; What Are Potential Problems With Student Activation of Prior Knowledge?; How Can Teachers Help Create Shared Prior Knowledge to Support Instruction?; What Are Other Aspects of a Reader's Prior Knowledge to Consider?; Chapter 5: Teach Students to Ask and Answer Questions; What Are Questioning Strategies and Why Are They Important for Reading Comprehension? What Are Types of Questions That Teachers Should Ask and Teach Students to Answer?How Can Students Be Taught to Ask Their Own Questions About Text?; How Can Questioning Help Students Summarize Text?; What Challenges Might Arise Related to Questioning?; What Else Do Teachers Need to Know About Questioning?; Chapter 6: Teach Students to Recognize Text Structure; What Is Text Structure and Why Is It Important for Reading Comprehension?; What Instructional Techniques Can Help Students Understand Narrative Text?; What Instructional Techniques Can Help Students Understand Expository Text? What Are Potential Problems When Using Graphic Organizers to Teach Students to Recognize How Text What Else Do Teachers Need to Know About Text Structure?; Chapter 7: Teach Students to Read Strategically and Monitor Their Comprehension; What Is Strategy Instruction and Why Is It Important for Reading Comprehension?; Why Is Comprehension Monitoring Important for Reading Comprehension?; What Does This Look Like in Instruction?; What Is the Bottom Line With Strategy Instruction?; Chapter 8: Motivation and the Struggling Reader; How Do Students Respond to Past Failures in Reading? Why Does Motivation and Engagement Matter for Reading Success? |
| Record Nr. | UNINA-9910826267003321 |
|
Berkeley Sheri
|
||
| Baltimore, Maryland ; ; London, [England] ; ; Sydney, [Australia] : , : Paul H. Brookes Publishing Co., , 2015 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Migliorare le abilità di lettura in 15 unità : training breve per i ragazzi di 9-13 anni in difficoltà / Adriana Molin, Silvana Poli e Gianna Friso
| Migliorare le abilità di lettura in 15 unità : training breve per i ragazzi di 9-13 anni in difficoltà / Adriana Molin, Silvana Poli e Gianna Friso |
| Autore | Molin, Adriana |
| Edizione | [3. rist.] |
| Pubbl/distr/stampa | Trento : Erickson, 2011 |
| Descrizione fisica | 380 p. : ill. ; 30 cm. |
| Disciplina | 372.47 |
| Altri autori (Persone) |
Poli, Silvana Friso, Gianna |
| Collana | I materiali : strumenti per la didattica, l'educazione, la riabilitazione, il recupero e il sostegno |
| Soggetto topico | Lettura - Apprendimento - Disturbi |
| ISBN | 9788861376113 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ita |
| Record Nr. | UNISALENTO-991003680839707536 |
|
Molin, Adriana
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| Trento : Erickson, 2011 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. del Salento | ||
| ||
Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich
| Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich |
| Pubbl/distr/stampa | Mahwah, N.J., : L. Erlbaum Associates, 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.47 |
| Altri autori (Persone) |
GuthrieJohn T
WigfieldAllan PerencevichKathleen C |
| Soggetto topico |
Content area reading - United States
Reading (Elementary) - United States Reading comprehension - United States Motivation in education - United States |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4106-1012-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Preface; Acknowledgments; About the Editors; 1 Classroom Contexts for Engaged Reading: An Overview; 2 How the CORI Framework Looks in the Classroom; 3 Scaffolding for Motivation and Engagement in Reading; 4 Fostering the Cognitive Strategies of Reading Comprehension; 5 Science Inquiry in the CORI Framework; 6 Diverse Texts and Technology for Reading; 7 Differentiating Instruction for Struggling Readers Within the CORI Classroom; 8 Inside Mrs. O'Hara's CORI Classroom
9 Reading Comprehension for Information Text: Theoretical Meanings, Developmental Patterns, and Benchmarks for Instruction10 The Development of Motivation for Reading and How It Is Influenced by CORI; 11 Growth of Cognitive Strategies for Reading Comprehension; Appendix; Author Index; Subject Index |
| Record Nr. | UNINA-9910450270403321 |
| Mahwah, N.J., : L. Erlbaum Associates, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich
| Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich |
| Pubbl/distr/stampa | Mahwah, N.J., : L. Erlbaum Associates, 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.47 |
| Altri autori (Persone) |
GuthrieJohn T
WigfieldAllan PerencevichKathleen C |
| Soggetto topico |
Content area reading - United States
Reading (Elementary) - United States Reading comprehension - United States Motivation in education - United States |
| ISBN | 1-4106-1012-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Preface; Acknowledgments; About the Editors; 1 Classroom Contexts for Engaged Reading: An Overview; 2 How the CORI Framework Looks in the Classroom; 3 Scaffolding for Motivation and Engagement in Reading; 4 Fostering the Cognitive Strategies of Reading Comprehension; 5 Science Inquiry in the CORI Framework; 6 Diverse Texts and Technology for Reading; 7 Differentiating Instruction for Struggling Readers Within the CORI Classroom; 8 Inside Mrs. O'Hara's CORI Classroom
9 Reading Comprehension for Information Text: Theoretical Meanings, Developmental Patterns, and Benchmarks for Instruction10 The Development of Motivation for Reading and How It Is Influenced by CORI; 11 Growth of Cognitive Strategies for Reading Comprehension; Appendix; Author Index; Subject Index |
| Record Nr. | UNINA-9910783303403321 |
| Mahwah, N.J., : L. Erlbaum Associates, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich
| Motivating reading comprehension [[electronic resource] ] : concept-oriented reading instruction / / edited by John T. Guthrie, Allan Wigfield, Kathleen C. Perencevich |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Mahwah, N.J., : L. Erlbaum Associates, 2004 |
| Descrizione fisica | 1 online resource (297 p.) |
| Disciplina | 372.47 |
| Altri autori (Persone) |
GuthrieJohn T
WigfieldAllan PerencevichKathleen C |
| Soggetto topico |
Content area reading - United States
Reading (Elementary) - United States Reading comprehension - United States Motivation in education - United States |
| ISBN | 1-4106-1012-8 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Contents; Preface; Acknowledgments; About the Editors; 1 Classroom Contexts for Engaged Reading: An Overview; 2 How the CORI Framework Looks in the Classroom; 3 Scaffolding for Motivation and Engagement in Reading; 4 Fostering the Cognitive Strategies of Reading Comprehension; 5 Science Inquiry in the CORI Framework; 6 Diverse Texts and Technology for Reading; 7 Differentiating Instruction for Struggling Readers Within the CORI Classroom; 8 Inside Mrs. O'Hara's CORI Classroom
9 Reading Comprehension for Information Text: Theoretical Meanings, Developmental Patterns, and Benchmarks for Instruction10 The Development of Motivation for Reading and How It Is Influenced by CORI; 11 Growth of Cognitive Strategies for Reading Comprehension; Appendix; Author Index; Subject Index |
| Record Nr. | UNINA-9910812382003321 |
| Mahwah, N.J., : L. Erlbaum Associates, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mystery / / collected and leveled by Stephanie Paris
| Mystery / / collected and leveled by Stephanie Paris |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2013] |
| Descrizione fisica | 1 online resource (154 pages) : illustrations |
| Disciplina | 372.47 |
| Collana | Leveled texts for classic fiction |
| Soggetto topico | Reading comprehension - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4333-8402-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910453213503321 |
| Huntington Beach, California : , : Shell Education, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mystery / / collected and leveled by Stephanie Paris
| Mystery / / collected and leveled by Stephanie Paris |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2013] |
| Descrizione fisica | 1 online resource (154 pages) : illustrations |
| Disciplina | 372.47 |
| Collana | Leveled texts for classic fiction |
| Soggetto topico | Reading comprehension - Study and teaching |
| ISBN | 1-4333-8402-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910791218003321 |
| Huntington Beach, California : , : Shell Education, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mystery / / collected and leveled by Stephanie Paris
| Mystery / / collected and leveled by Stephanie Paris |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2013] |
| Descrizione fisica | 1 online resource (154 pages) : illustrations |
| Disciplina | 372.47 |
| Collana | Leveled texts for classic fiction |
| Soggetto topico | Reading comprehension - Study and teaching |
| ISBN | 1-4333-8402-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910808493203321 |
| Huntington Beach, California : , : Shell Education, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Mythology / / retold by Stephanie Paris
| Mythology / / retold by Stephanie Paris |
| Autore | Paris Stephanie Herweck |
| Pubbl/distr/stampa | Huntington Beach, California : , : Shell Education, , [2013] |
| Descrizione fisica | 1 online resource (152 pages) : illustrations |
| Disciplina | 372.47 |
| Collana | Leveled texts for classic fiction |
| Soggetto topico | Reading comprehension - Study and teaching |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4333-8404-3 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910453227603321 |
|
Paris Stephanie Herweck
|
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| Huntington Beach, California : , : Shell Education, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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