40 Ways to Support Struggling Readers in Content Classrooms, by Elaine K. McEwan-Adkins PDF

By Elaine K. McEwan-Adkins

ISBN-10: 1412952050

ISBN-13: 9781412952057

Offers forty research-based tools with feedback for simple implementation to aid suffering readers, and contours 3 tables of contents (traditional, topical, and problem-solving) formatted for speedy reference.

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Additional info for 40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12

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21). Activating and retrieving what is known about a specific subject or knowledge domain from the long-term memory system for use in working memory gives readers more information with which to make predictions and generate hypotheses. Activating prior knowledge is not only about asking students what they already know about a specific subject, but it also involves helping them figure out the connections between what they know and what they are reading. Teach Students How to Activate Prior Knowledge One approach to teaching students how to activate encourages them to make three types of connections as they read a particular piece of text: (1) text to self—connect what is read to personal experiences; (2) text to text—connect what is read to knowledge acquired from reading in other content areas; and (3) text to world—connect what is read to ideas and information acquired from television, movies, magazines, and newspapers (Zimmerman & Keene, 1997).

6. What should I do about the fact that the text is poorly written? 7. Do I have enough background knowledge to understand this text? 8. Where could I find more information to help me? 9. Shall I look up this word I don’t know or keep reading? 10. Should I read faster? Or more slowly? 11. Do I need to reread this to increase my understanding? Use these questions as the basis for thinking aloud and then later give students the questions to answer in pairs as they read and think aloud together. Teaching students to monitor their own comprehension and clarify their confusion is a day-to-day process that requires consistent modeling and thinking aloud regarding how you personally monitor your own comprehension while reading and exactly how you, fix up your mix-ups while you are reading.

9. Shall I look up this word I don’t know or keep reading? 10. Should I read faster? Or more slowly? 11. Do I need to reread this to increase my understanding? Use these questions as the basis for thinking aloud and then later give students the questions to answer in pairs as they read and think aloud together. Teaching students to monitor their own comprehension and clarify their confusion is a day-to-day process that requires consistent modeling and thinking aloud regarding how you personally monitor your own comprehension while reading and exactly how you, fix up your mix-ups while you are reading.

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40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12 by Elaine K. McEwan-Adkins


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