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Editorial Reviews
Review
"For those of us calling for more serious attention to comprehension, especially in the early years of schooling, this book is most welcome. Blachowicz and Ogle have compiled an expansive array of strategies for building comprehension and situated them in an overall literacy program. Their recommendations are grounded in both what good readers do when they read and what good teachers do when they teach. They include numerous examples and artifacts from actual classrooms, as well as frames and formats for use in one's own teaching. This book could be used in field-based teacher study groups, preservice and inservice teacher education, or by individual teachers and teacher educators. After the first two chapters, which frame the book, readers can choose what they read, how, and in what order. The chapter on comprehension assessment will be especially appreciated by all!" --Nell K. Duke, EdD, Michigan State University and The Center for the Improvement of Early Reading Achievement
"This lively, readable book presents a detailed model of comprehension that provides the basis for a systematic discussion of varied aspects of reading instruction. The authors' major goal is clear: to help teachers develop active, motivated, and skillful readers who will successfully meet the challenges of the 21st century. Detailed descriptions of research-based strategies, sample classroom materials, and vignettes about engaged readers make this an important new text for both beginning and experienced teachers." --Patricia S. Koskinen, PhD, Department of Curriculum and Instruction, University of Maryland
"Teaching children to comprehend text is our greatest literacy challenge. This book addresses the issues of producing constructive, strategic, and motivated readers. The many practical models and teaching illustrations interspersed throughout the book add immeasurably to its overall effectiveness." --W. Dorsey Hammond, PhD, Reading and Language Arts Department, School of Education and Human Services, Oakland University, Rochester, Michigan
-- Review
Review
See all Editorial Reviews
"For those of us calling for more serious attention to comprehension, especially in the early years of schooling, this book is most welcome. Blachowicz and Ogle have compiled an expansive array of strategies for building comprehension and situated them in an overall literacy program. Their recommendations are grounded in both what good readers do when they read and what good teachers do when they teach. They include numerous examples and artifacts from actual classrooms, as well as frames and formats for use in one's own teaching. This book could be used in field-based teacher study groups, preservice and inservice teacher education, or by individual teachers and teacher educators. After the first two chapters, which frame the book, readers can choose what they read, how, and in what order. The chapter on comprehension assessment will be especially appreciated by all!" --Nell K. Duke, EdD, Michigan State University and The Center for the Improvement of Early Reading Achievement
"This lively, readable book presents a detailed model of comprehension that provides the basis for a systematic discussion of varied aspects of reading instruction. The authors' major goal is clear: to help teachers develop active, motivated, and skillful readers who will successfully meet the challenges of the 21st century. Detailed descriptions of research-based strategies, sample classroom materials, and vignettes about engaged readers make this an important new text for both beginning and experienced teachers." --Patricia S. Koskinen, PhD, Department of Curriculum and Instruction, University of Maryland
"Teaching children to comprehend text is our greatest literacy challenge. This book addresses the issues of producing constructive, strategic, and motivated readers. The many practical models and teaching illustrations interspersed throughout the book add immeasurably to its overall effectiveness." --W. Dorsey Hammond, PhD, Reading and Language Arts Department, School of Education and Human Services, Oakland University, Rochester, Michigan
-- Review
Review
"For those of us calling for more serious attention to comprehension, especially in the early years of schooling, this book is most welcome. Blachowicz and Ogle have compiled an expansive array of strategies for building comprehension and situated them in an overall literacy program. Their recommendations are grounded in both what good readers do when they read and what good teachers do when they teach. They include numerous examples and artifacts from actual classrooms, as well as frames and formats for use in one's own teaching. This book could be used in field-based teacher study groups, preservice and inservice teacher education, or by individual teachers and teacher educators. After the first two chapters, which frame the book, readers can choose what they read, how, and in what order. The chapter on comprehension assessment will be especially appreciated by all!" --Nell K. Duke, EdD, Michigan State University and The Center for the Improvement of Early Reading Achievement
"This lively, readable book presents a detailed model of comprehension that provides the basis for a systematic discussion of varied aspects of reading instruction. The authors' major goal is clear: to help teachers develop active, motivated, and skillful readers who will successfully meet the challenges of the 21st century. Detailed descriptions of research-based strategies, sample classroom materials, and vignettes about engaged readers make this an important new text for both beginning and experienced teachers." --Patricia S. Koskinen, PhD, Department of Curriculum and Instruction, University of Maryland
"Teaching children to comprehend text is our greatest literacy challenge. This book addresses the issues of producing constructive, strategic, and motivated readers. The many practical models and teaching illustrations interspersed throughout the book add immeasurably to its overall effectiveness." --W. Dorsey Hammond, PhD, Reading and Language Arts Department, School of Education and Human Services, Oakland University, Rochester, Michigan
"This lively, readable book presents a detailed model of comprehension that provides the basis for a systematic discussion of varied aspects of reading instruction. The authors' major goal is clear: to help teachers develop active, motivated, and skillful readers who will successfully meet the challenges of the 21st century. Detailed descriptions of research-based strategies, sample classroom materials, and vignettes about engaged readers make this an important new text for both beginning and experienced teachers." --Patricia S. Koskinen, PhD, Department of Curriculum and Instruction, University of Maryland
"Teaching children to comprehend text is our greatest literacy challenge. This book addresses the issues of producing constructive, strategic, and motivated readers. The many practical models and teaching illustrations interspersed throughout the book add immeasurably to its overall effectiveness." --W. Dorsey Hammond, PhD, Reading and Language Arts Department, School of Education and Human Services, Oakland University, Rochester, Michigan
See all Editorial Reviews
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Inside This Book
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First Sentence:
We begin our book by introducing some children who have become real readers, rather than by describing instruction or even a theory of reading comprehension. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
good comprehenders, visiting readers, doze procedure, informational reading, informational texts, big strategies, word awareness, informational books, guided reading, vocabulary instruction, cloze procedure, content vocabulary, lifelong readers, graphic organizer, literature circles Key Phrases - Capitalized Phrases (CAPs): (learn more)
Amelia Earhart, United States, World War, Donna Ogle, Native Americans, The Magic School Bus, World Wide Web, Word Wizard, Artful Artist, Passage Master, Reader's Society, Center Library, North America, Oprah Winfrey, Tom Swifties, Twiga's First Days, Backpack Books, Downers Grove, Highland School, Informal Reading Inventories, International Reading Association, Joanna Cole, Julie Saum Gedgaud, Old Teacher, Ranger Rick New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
We begin our book by introducing some children who have become real readers, rather than by describing instruction or even a theory of reading comprehension. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
good comprehenders, visiting readers, doze procedure, informational reading, informational texts, big strategies, word awareness, informational books, guided reading, vocabulary instruction, cloze procedure, content vocabulary, lifelong readers, graphic organizer, literature circles Key Phrases - Capitalized Phrases (CAPs): (learn more)
Amelia Earhart, United States, World War, Donna Ogle, Native Americans, The Magic School Bus, World Wide Web, Word Wizard, Artful Artist, Passage Master, Reader's Society, Center Library, North America, Oprah Winfrey, Tom Swifties, Twiga's First Days, Backpack Books, Downers Grove, Highland School, Informal Reading Inventories, International Reading Association, Joanna Cole, Julie Saum Gedgaud, Old Teacher, Ranger Rick New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
This book cites 39
books:
See all 39 books this book cites
5
books
cite this book:
- Mexicali Soup by Kathryn Hitte on page 132, page 134, and page 158
- An Extraordinary Life: The Story of a Monarch Butterfly by Laurence Pringle on page 26, and page 101
- The Road from Coorain by Jill Ker Conway on page 40, and page 248
- Dear Mr. Henshaw (rpkg) (Avon Camelot Books) by Beverly Cleary on page 125, and Back Matter
- Amelia Bedelia (I Can Read Book Level 2) by Peggy Parish on page 34, and Back Matter
See all 39 books this book cites
- Best Practice, Today's Standards for Teaching and Learning in America's Schools by Steven Zemelman on page 74, and page 239
- Reading & Writing Informational Text in the Primary Grades: Research-Based Practices by Nell K. Duke on page 87
- Spotlight on Comprehension: Building a Literacy of Thoughtfulness by Linda Hoyt on page 169
- Integrating Instruction: Literacy and Science (Tools for Teaching Literacy) by Judy McKee MA in Front Matter
- Integrating Instruction: Literacy and Science (Tools for Teaching Literacy) by Judy McKee MA in Front Matter
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