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This book provides descriptive cases, accompanied by analytic commentaries, of nine upper-elementary grade reading lessons that represent an array of sound teaching practices. The cases focus on various reading topics and were written from authentic lessons taught by regular classroom teachers to diverse groups of students. Each lesson contains elements of sound instructional practice as well as potential dilemmas from which both preservice and in-service teachers can benefit.
Marilyn Chambliss is Associate Professor Emerita in the Department of Curriculum and Instruction at the University of Maryland. An educational psychologist with a Ph.D. from Stanford, she is interested in how reading instruction and written materials can be designed to enhance the reading comprehension of all children. Her work includes describing comprehension processes that students use when they read different types of text and developing a system for analyzing the comprehensibility and learnability of textbooks.
Part 1 Preface Part 2 Alternative Thematic Frameworks Part 3 Introduction Part 4 Part I: The Teaching of Reading Chapter 5 Case 1: Word Study that Supports Reading and Writing Chapter 6 Case 2: Performing Poetry: Explicit Modeling of Fluency Chapter 7 Commentary: A Teacher Educator Perspective Chapter 8 Case 3: Developing Vocabulary Knowledge through Explanation of Words in Context Chapter 9 Case 4: Reading Strategies that Support Comprehension Chapter 10 Commentary: A Teacher's Perspective Chapter 11 Commentary: A Teacher Educator Perspective Chapter 12 Case 5: Developing Personal Connections to Comprehend Text Chapter 13 Case 6: Modeling Reading Comprehension Strategies Across Three Genres Chapter 14 Commentary: A Teacher Educator Perspective Chapter 15 Commentary: An English for Speakers of Other Languages (ESOL) Perspective Chapter 16 Case 7: Coordinating and Employing Multiple Strategies To Comprehend Science Fiction Chapter 17 Case 8: Preparing Students to Comprehend and Learn from an Expository Text Part 18 Part II: Perspectives on Teaching Chapter 19 A Matter of Principle: Evidence of Learner-Centered Psychological Practices among Effective Teachers Chapter 20 Moral Perspectives on Teaching Reading Chapter 21 Accessing the General Education Curriculum: Ideas for Including Students with Disabilities Chapter 22 A Principal's Perspective Part 23 References Part 24 List of Contributors
