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Designed to help teachers meet the literacy instruction guidelines as identified by the National Reading Panel (2000) and create an effective literacy program in their school or district while improving their understanding and practices of comprehension. Explores five of the major components essential to creating an effective literacy program and presents teachers with friendly tips and strategies to implement at their own school. Each of the five books in the series focuses on one key component: phonemic awareness, phonics, vocabulary, fluency, and comprehension and offers recommendations for incorporating appropriate reading materials, fostering productive home-school connections, and promoting a desire for students to learn to read and write throughout the five part series. Written for elementary school teachers and literacy support specialists.

TERM	PRICE	DUE
SEMESTER	$25.73	Aug 02
QUARTER	$24.44	Jul 18
SHORT TERM	$23.16	Jun 07

Dr. Timothy Rasinski is a Professor of Education in the Department of Teaching, Leadership, and Curriculum Studies. He teaches graduate and undergraduate courses in literacy education. His major interests include working with children who find reading difficult, phonics and reading fluency instruction, and teacher development in literacy education. He has published over 100 articles and 10 books on various aspects of reading education. Dr. Rasinski is past editor of The Reading Teacher and is currently an editor for the Journal of Literacy Research. He has served as president of the College Reading Association and he currently serves on the Board of Directors of the International Reading Association. He earned bachelor degrees in economics and education at the University of Akron and the University of Nebraska at Omaha. His master's degree in special education also comes from the University of Nebraska at Omaha. Dr. Rasinski was awarded the Ph.D. from The Ohio State University.

Nancy Padak is a Distinguished Professor of Education at Kent State University where she directs the Reading and Writing Center and teaches graduate courses in literacy education and recently received the honor of Kent State University Distinguished Professor. She was a part of the team that wrote the initial grant to fund the state literacy resource center at Kent State University-Ohio Literacy Resource Center (OLRC) and has been a middle school and high school classroom teacher and administrator in a large urban school district. She frequently works with teachers, has written or edited a dozen books and more than 100 scholarly articles. Nancy is a past College Reading Association President and a former Editor of The Reading Teacher. She currently edits the Journal of Literacy Research. Nancy . Nancy has three grown children, Katie, Mike and Matt. Her husband, Gary is Dean of Undergraduate Studies at Kent State. She enjoys reading, traveling, and spending time with family and friends.

Series Introduction: Evidence-Based Instruction in Reading: A Professional Development Guide	p. vii
The National Reading Panel Report	p. viii
Professional Development in Literacy	p. xi
Using the Books	p. xi
Overview of Book Content	p. xii
Introduction: Comprehension	p. xv
Reading Comprehension: Definitions, Research, and Considerations	p. 1
Background Knowledge	p. 3
Comprehension Strategies	p. 4
Levels of Comprehension	p. 6
Text Types	p. 8
Teaching Comprehension	p. 8
Professional Development Suggestions	p. 11
Instructional Strategies for Teaching Reading Comprehension	p. 15
Building Background Knowledge	p. 18
Comprehension Strategies	p. 21
Comprehension Programs and Materials	p. 50
Professional Development Suggestions	p. 52
Assessing Reading Comprehension	p. 55
Assessing Your Own Reading Comprehension Assessment	p. 60
Approaching Comprehension Assessment	p. 62
Self-Assessment	p. 68
Plans for Change	p. 69
Professional Development Activity: Critical Incidents	p. 71
Beyond Strategies and Beyond the Classroom	p. 73
Beyond the Classroom	p. 74
Beyond Strategies	p. 76
Students with a Difference-Struggling Readers and English Language Learners	p. 79
Professional Development Activity	p. 83
Resources	p. 87
World Wide Web Resources for Comprehension	p. 88
Professional Resources for Teachers	p. 88
Book Club Ideas	p. 91
Notes	p. 95
References	p. 107
Table of Contents provided by Ingram. All Rights Reserved.

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Evidence-Based Instruction in Reading A Professional Development Guide to Comprehension

Evidence-Based Instruction in Reading A Professional Development Guide to Comprehension

0205456278

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