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| explicit sentence comprehension instruction: Explicit Comprehension Instruction P. David Pearson, Janice A. Dole, 1988 |
| explicit sentence comprehension instruction: What Content-area Teachers Should Know about Adolescent Literacy National Institute for Literacy (U.S.), 2010 The goal of this book is to help address middle and high school classroom teachers', administrators', and parents' immediate need for basic information about how to build adolescents' reading and writing skills. Adolescents entering the adult world in the 21st century will read and write more than at any other time in human history. They will need advanced levels of literacy to perform their jobs, run their households, act as citizens, and consider their personal lives. They will need literacy to cope with the flood of information they will find everywhere they turn. They will need literacy to feed their imagination so they can create the world of the future. Despite the call for today's adolescents to achieve higher levels of literacy than previous generations, approximately 8.7 million 4th-12th grade students struggle with the reading and writing tasks that are required of them in school. Ongoing difficulties with reading and writing figure prominently in the decision to drop out of school. These indicators suggest that literacy instruction should continue beyond the elementary years and should be tailored to the more complex forms of literacy that are required of adolescent students in middle and high school. The purpose of this book is to summarise and discuss the most recent adolescent literacy research and to describe promising research-based instructional practices that can improve an adolescent's academic reading and writing skills. |
| explicit sentence comprehension instruction: Ready to Read Mary Lupiani Farrell, Francie M. Matthews, 2010 A straightforward, reader-friendly guide to teaching comprehension, this book prepares teachers for one of their most important tasks—helping all their students make the critical leap from learning to read to reading to learn. |
| explicit sentence comprehension instruction: Explicit Instruction Anita L. Archer, Charles A. Hughes, 2011-02-22 Explicit instruction is systematic, direct, engaging, and success oriented--and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume. Purchasers can also download and print the reproducible materials for repeated use. Video clips demonstrating the approach in real classrooms are available at the authors' website: www.explicitinstruction.org. See also related DVDs from Anita Archer: Golden Principles of Explicit Instruction; Active Participation: Getting Them All Engaged, Elementary Level; and Active Participation: Getting Them All Engaged, Secondary Level |
| explicit sentence comprehension instruction: Comprehension [Grades K-12] Douglas Fisher, Nancy Frey, Nicole Law, 2020-08-20 Radically change the way students learn from texts, extending beyond comprehension to critical reasoning and problem solving. Is your reading comprehension instruction just a pile of strategies? There is no evidence that teaching one strategy at a time, especially with pieces of text that require that readers use a variety of strategies to successfully negotiate meaning, is effective. And how can we extend comprehension beyond simple meaning? Bestselling authors Douglas Fisher, Nancy Frey, and Nicole Law propose a new, comprehensive model of reading instruction that goes beyond teaching skills to fostering engagement and motivation. Using a structured, three-pronged approach—skill, will, and thrill—students learn to experience reading as a purposeful act and embrace struggle as a natural part of the reading process. Instruction occurs in three phases: Skill. Holistically developing skills and strategies necessary for students to comprehend text, such as monitoring, predicting, summarizing, questioning, and inferring. Will. Creating the mindsets, motivations, and habits, including goal setting and choice, necessary for students to engage fully with texts. Thrill. Fostering the thrill of comprehension, so that students share their thinking with others or use their knowledge for something else. Comprehension is the structured framework you need to empower students to comprehend text and take action in the world. |
| explicit sentence comprehension instruction: Rethinking Reading Comprehension Anne P. Sweet, Catherine E. Snow, 2003-04-30 This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more! |
| explicit sentence comprehension instruction: Strategies That Work Stephanie Harvey, Anne Goudvis, 2017 In this new edition of their groundbreaking book Strategies That Work, Stephanie Harvey and Anne Goudvis share the work and thinking they've done since the second edition came out a decade ago and offer new perspectives on how to explicitly teach thinking strategies so that students become engaged, thoughtful, independent readers. Thirty new lessons and new and revised chapters shine a light on children's thinking, curiosity, and questions. Steph and Anne tackle close reading, close listening, text complexity, and critical thinking in a new chapter on building knowledge through thinking-intensive reading and learning. Other fully revised chapters focus on digital reading, strategies for integrating comprehension and technology, and comprehension across the curriculum. The new edition is organized around three sections: Part I provides readers with a solid introduction to reading comprehension instruction, including the principles that guide practice, suggestions for text selection, and a review of recent research that underlies comprehension instruction. Part II contains lessons to put these principles into practice for all areas of reading comprehension. Part III shows you how to integrate comprehension instruction across the curriculum and the school day, particularly in science and social studies. Updated bibliographies, including the popular Great Books for Teaching Content, are accessible online. Since the first publication of Strategies That Work, more than a million teachers have benefited from Steph and Anne's practical advice on creating classrooms that are incubators for deep thought. This third edition is a must-have resource for a generation of new teachers--and a welcome refresher for those with dog-eared copies of this timeless guide to teaching comprehension. |
| explicit sentence comprehension instruction: Comprehension Instruction Gerald G. Duffy, Laura R. Roehler, Jana M. Mason, 1984 |
| explicit sentence comprehension instruction: When Kids Can't Read, what Teachers Can Do G. Kylene Beers, 2003 For Kylene Beers, the question of what to do when kids can't read surfaced in 1979 when she met and began teaching a boy named George. When George's parents asked her to explain why he couldn't read and how she could help, Beers, a secondary certified English teacher with no background in reading, realized she had little to offer. That moment sent her on a twenty-three-year search for answers to the question: How do we help middle and high schoolers who can't read? Now, she shares what she has learned and shows teachers how to help struggling readers with comprehension, vocabulary, fluency, word recognition, and motivation. Filled with student transcripts, detailed strategies, reproducible material, and extensive booklists, Beers' guide to teaching reading both instructs and inspires. |
| explicit sentence comprehension instruction: Comprehension Instruction, Third Edition Sheri R. Parris, Kathy Headley, 2015-06-18 All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. New to This Edition Incorporates the latest research and instructional practices. Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention. Chapters on teaching fiction and informational texts in the secondary grades. Expanded coverage of multimodal literacy learning. Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters. |
| explicit sentence comprehension instruction: Put Reading First: the Research Building Blocks for Teaching Children to Read Bonnie B. Armbruster, 2010-11 |
| explicit sentence comprehension instruction: Constructing Meaning Through Kid-Friendly Comprehension Strategy Instruction Nancy N. Boyles, 2004 Endorsed as a foremost Best Teaching Practice, this guide is rich with models, a complete instructional plan, and real-life examples. Students will understand how to apply comprehension strategies competently while they are reading. Includes a CD of classroom reproducibles and supports. |
| explicit sentence comprehension instruction: Handbook of Reading Research P. David Pearson, Rebecca Barr, Michael L. Kamil, Peter Mosenthal, Elizabeth B. Moje, Peter Afflerbach, Patricia Enciso, Nonie K. Lesaux, 1984 The Handbook of Reading Research is the research handbook for the field. Each volume has come to define the field for the period of time it covers ... When taken as a set, the four volumes provide a definitive history of reading research--Back of cover, volume 4. |
| explicit sentence comprehension instruction: The Writing Revolution Judith C. Hochman, Natalie Wexler, 2017-08-07 Why you need a writing revolution in your classroom and how to lead it The Writing Revolution (TWR) provides a clear method of instruction that you can use no matter what subject or grade level you teach. The model, also known as The Hochman Method, has demonstrated, over and over, that it can turn weak writers into strong communicators by focusing on specific techniques that match their needs and by providing them with targeted feedback. Insurmountable as the challenges faced by many students may seem, The Writing Revolution can make a dramatic difference. And the method does more than improve writing skills. It also helps: Boost reading comprehension Improve organizational and study skills Enhance speaking abilities Develop analytical capabilities The Writing Revolution is as much a method of teaching content as it is a method of teaching writing. There's no separate writing block and no separate writing curriculum. Instead, teachers of all subjects adapt the TWR strategies and activities to their current curriculum and weave them into their content instruction. But perhaps what's most revolutionary about the TWR method is that it takes the mystery out of learning to write well. It breaks the writing process down into manageable chunks and then has students practice the chunks they need, repeatedly, while also learning content. |
| explicit sentence comprehension instruction: Explicit Direct Instruction (EDI) John R. Hollingsworth, Silvia E. Ybarra, 2009 A proven method for better teaching, better learning, and better test scores! This teacher-friendly book presents a step-by-step approach for implementing the Explicit Direct Instruction (EDI) approach in diverse classrooms. Based on educational theory, brain research, and data analysis, EDI helps teachers deliver effective lessons that can significantly improve achievement all grade levels. The authors discuss characteristics of EDI, such as checking for understanding, lesson objectives, activating prior knowledge, concept and skills development, and guided practice, and provide: Clearly defined lesson design components Detailed sample lessons Easy-to-follow lesson delivery strategies Scenarios that illustrate what EDI techniques look like in the classroom |
| explicit sentence comprehension instruction: Teaching Reading Sourcebook Bill Honig, Linda Diamond, Linda Gutlohn, 2013 Prepare students for future success by using effective reading instruction that's proven to work. The Teaching Reading Sourcebook, updated second edition is an indispensable resource that combines evidence-based research with actionable instructional strategies. It is an essential addition to any educator's professional literacy library--elementary, secondary, university.--P. [4] of cover. |
| explicit sentence comprehension instruction: Rewards Anita L. Archer, Mary Gleason, Vicky Vachon, 2000-01-01 |
| explicit sentence comprehension instruction: Bringing Words to Life Isabel L. Beck, Margaret G. McKeown, Linda Kucan, 2013-01-31 Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, Your Turn learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3. |
| explicit sentence comprehension instruction: Reading Comprehension Difficulties Cesare Cornoldi, Jane V. Oakhill, 2013-04-03 Recognizing the characteristics of children with learning disabilities and deciding how to help them is a problem faced by schools all over the world. Although some disorders are fairly easily recognizable (e.g., mental retardation) or very specific to single components of performance and quite rare (e.g., developmental dyscalculia), schools must consider much larger populations of children with learning difficulties who cannot always be readily classified. These children present high-level learning difficulties that affect their performance on a variety of school tasks, but the underlying problem is often their difficulty in understanding written text. In many instances, despite good intellectual abilities and a superficial ability to cope with written texts and to use language appropriately, some children do not seem to grasp the most important elements, or cannot find the pieces of information they are looking for. Sometimes these difficulties are not immediately detected by the teacher in the early school years. They may be hidden because the most obvious early indicators of reading progress in the teacher's eyes do not involve comprehension of written texts or because the first texts a child encounters are quite simple and reflect only the difficulty level of the oral messages (sentences, short stories, etc.) with which the child is already familiar. However, as years go by and texts get more complex, comprehension difficulties will become increasingly apparent and increasingly detrimental to effective school learning. In turn, studying, assimilating new information, and many other situations requiring text comprehension -- from problem solving to reasoning with linguistic contents -- could be affected. Problems with decoding, dyslexia, and language disorders have attracted more interest from researchers than have specific comprehension problems and have occupied more room in specialized journals. Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation. In so doing, this volume answers the following questions: * Does a reading comprehension problem exist in schools? * How important and widespread is the problem? * Is the problem specific? * How can a reading comprehension difficulty be defined and identified? * Does the syndrome have a single pattern or can different subtypes be identified? * What are the main characteristics associated with a reading comprehension difficulty? * When can other well-identified problems add to our understanding of reading comprehension difficulties? * Which educational strategies are effective in preventing and treating reading comprehension difficulties? * What supplementary information can we get from an international perspective? |
| explicit sentence comprehension instruction: Reading Fluency Timothy Rasinski, William Rupley, David Paige, Chase Young, 2021-01-21 Reading fluency has been identified as a key component of proficient reading. Research has consistently demonstrated significant and substantial correlations between reading fluency and overall reading achievement. Despite the great potential for fluency to have a significant outcome on students’ reading achievement, it continues to be not well understood by teachers, school administrators and policy makers. The chapters in this volume examine reading fluency from a variety of perspectives. The initial chapter sketches the history of fluency as a literacy instruction component. Following chapters examine recent studies and approaches to reading fluency, followed by chapters that explore actual fluency instruction models and the impact of fluency instruction. Assessment of reading fluency is critical for monitoring progress and identifying students in need of intervention. Two articles on assessment, one focused on word recognition and the other on prosody, expand our understanding of fluency measurement. Finally, a study from Turkey explores the relationship of various reading competencies, including fluency, in an integrated model of reading. Our hope for this volume is that it may spark a renewed interest in research into reading fluency and fluency instruction and move toward making fluency instruction an even more integral part of all literacy instruction. |
| explicit sentence comprehension instruction: Reading Engagement John T. Guthrie, Allan Wigfield, 1997 Drawing on the professional literature of many fields, this book provides an interpretation of the available research on motivation and describes instructional approaches in classroom contexts. The book aims to help teacher educators, researchers, and graduate students understand the research literature in motivation and use in their efforts to enhance children's literacy development. After an introduction, Reading Engagement: A Rationale for Theory and Teaching (John T. Guthrie and Allan Wigfield), chapters in the book are: (1) Children's Motivations for Reading and Reading Engagement (Allan Wigfield); (2) Developing Self-Efficacious Readers and Writers: The Role of Social and Self-Regulatory Processes (Dale H. Schunk and Barry J. Zimmerman); (3) Motivation, Volition, and Collaborative Innovation in Classroom Literacy (Lyn Corno and Judi Randi); (4) The Pull of the Text and the Process of Involvement in Reading (Diane Lemonnier Schallert and JoyLynn Hailey Reed); (5) Teacher Perceptions of Student Motivation and Their Relation to Literacy Learning (Anne P. Sweet); (6) The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation (Robert B. Ruddell and Norman J. Unrau); (7) Characteristics of Classrooms That Promote Motivations and Strategies for Learning (John T. Guthrie and Ann Dacey McCann); (8) Integrating Science and Literacy Experiences to Motivate Student Learning (Roger Bruning and Barbara M. Schweiger); (9) Ownership, Literacy Achievement, and Students of Diverse Cultural Backgrounds (Kathryn H. Au); (10) Starting Right: Strategies for Engaging Young Literacy Learners (Julianne C. Turner); (11) Incentives and Intrinsic Motivation to Read (Linda B. Gambrell and Barbara Ann Marinak); and (12) School Change and Literacy Engagement: Preparing Teaching and Learning Environments (Carol Minnick Santa). (RS) |
| explicit sentence comprehension instruction: Verbal Protocols of Reading Michael Pressley, Peter Afflerbach, 2012-12-06 Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing. |
| explicit sentence comprehension instruction: Guided Comprehension in Grades 3-8 Maureen McLaughlin, Mary Beth Allen, 2009 The Guided Comprehension Model is a step-by-step teaching framework that encourages students to become active, and strategic readers by providing explicit strategy instruction, opportunities for engagement, and a variety of texts and instructional settings. This book introduces ideas for teaching Guided Comprehension. |
| explicit sentence comprehension instruction: The Reading Comprehension Blueprint Nancy Lewis Hennessy, 2020-08 The Reading Comprehension Blueprint: Helping Students Make Meaning from Text provides readers with a deeper understanding of reading comprehension and recommendations for developing evidence-based instruction. This organizational framework, aligned with the language comprehension strands of Scarborough's Reading Rope, prompts educators to ask themselves critical questions about vocabulary, syntax and sentence comprehension, text structures, students' background knowledge, levels of understanding, and inference. Sample classroom activities, a unit plan, sample lesson plans, and other resources provide valuable models and tools to use for designing and delivering high-quality instruction-- |
| explicit sentence comprehension instruction: Vocabulary Instruction Edward J. Kame'enui, James F. Baumann, 2012-05-10 This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers. |
| explicit sentence comprehension instruction: Comprehension Instruction Cathy Collins Block, Michael Pressley, 2001-10-17 Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school. |
| explicit sentence comprehension instruction: What Research Has to Say about Reading Instruction S. Jay Samuels, Alan E. Farstrup, 2011 The changing and moving field of reading is reflected in the progression of What Research Has to Say About Reading Instruction over the years, as the editors have sought to provide a solid foundation for the important work of teaching students to read. This new edition of this classic research review offers a broad and balanced perspective of the latest theory, research, and practice to provide that foundation. |
| explicit sentence comprehension instruction: Teaching Reading Comprehension P. David Pearson, Dale D. Johnson, 1978 |
| explicit sentence comprehension instruction: Executive Skills and Reading Comprehension Kelly B. Cartwright, 2023-03-31 How do K-12 students become self-regulated learners who actively deploy comprehension strategies to make meaning from texts? This cutting-edge guide is the first book to highlight the importance of executive skills for improving reading comprehension. Chapters review the research base for particular executive functions/m-/such as planning, organization, cognitive flexibility, and impulse control/m-/and present practical skills-building strategies for the classroom. Detailed examples show what each skill looks like in real readers, and sidebars draw explicit connections to the Common Core State Standards (CCSS)-- |
| explicit sentence comprehension instruction: Culturally Responsive Literacy Instruction Dorothy J. O'Shea, Festus E. Obiakor, 2009 Improve reading achievement for students from diverse backgrounds with research-supported practices and culturally responsive interventions in phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension. |
| explicit sentence comprehension instruction: The Trip of Le Horla Guy De Maupassant, 2024-08-06 Delve into the intellectual debates and cultural implications of language in Guy de Maupassant’s The Question of Latin, a narrative that offers a thoughtful and engaging examination of Latin’s role in education and societal values. In The Trip of Le Horla, Guy de Maupassant continues the exploration of the mysterious and supernatural, following the protagonist on a journey that intertwines with the enigmatic entity known as Le Horla. The narrative delves into themes of fear, the unknown, and the impact of supernatural forces on the human psyche. Maupassant’s atmospheric and suspenseful storytelling enhances the eerie and unsettling atmosphere of the tale. |
| explicit sentence comprehension instruction: Sentence Combining Frank O'Hare, 1976 |
| explicit sentence comprehension instruction: Visible Learning for Literacy, Grades K-12 Douglas Fisher, Nancy Frey, John Hattie, 2016-03-22 Every student deserves a great teacher, not by chance, but by design — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are visible for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the aha moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways, say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time. |
| explicit sentence comprehension instruction: Improving Adult Literacy Instruction National Research Council, Division of Behavioral and Social Sciences and Education, Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, 2012-04-26 A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. |
| explicit sentence comprehension instruction: Rewards Anita L. Archer, Mary Gleason, Vicky Vachon, Jonathan King, Sopris West Inc, Pat Pielaet, 2006-01 |
| explicit sentence comprehension instruction: Report of the National Reading Panel : Teaching Children to Read : an Evidence-based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction : Reports of the Subgroups National Reading Panel (U.S.), 2000 In 1997, Congress asked the Director of the National Institute of Child Health and Human Development (NICHD), in consultation with the Secretary of Education, to convene a national panel to assess the status of research-based knowledge, including the effectiveness of various approaches to teaching children to read. The panel was charged with providing a report that should present the panel's conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools -- p. 1-1. |
| explicit sentence comprehension instruction: Connect to Comprehension Lynn Givens, 2007-06-30 Connect to Comprehension is a comprehensive, scripted intervention reading program for struggling readers in grades 1-8. It is effective for small group intervention as well as for one-on-one tutoring. This program was developed to provide students who struggle with decoding access to upper-level comprehension instruction. Struggling readers typically don't get practice in these comprehension skills either because the reading materials are too difficult to decode or the lower-level text they can read are not engaging and motivating. As a result, when struggling readers begin to become more fluent, they then have to conquer their gaps in comprehension, especially upper-level skills such as making inferences, determining cause and effect, comparing and contrasting. In Connect to Comprehension, these upper-levels skills are explicitly taught, scaffolded, and practiced while students are learning and practicing basic decoding/structural analysis skills. |
| explicit sentence comprehension instruction: Launching the Writer's Workshop Kristina Smekens, Maureen Scane, |
| explicit sentence comprehension instruction: Scent of Apples Bienvenido N. Santos, 2015 This collection of sixteen stories bring the work of a distinguished Filipino writer to an American audience. Scent of Apples contains work from the 1940s to the 1970s. Although many of Santos's writings have been published in the Philippines, Scent of Apples is his only book published in the United States. -- from back cover. |
| explicit sentence comprehension instruction: The Organization of Prose and Its Effects on Memory Bonnie J. F. Meyer, 1975 |
歌名后面一些后缀都是什么意思？ - 知乎
1.（Explicit）说明保留了歌词中的脏话等限制级的语句，一般出现在说唱乐。 2.（Clean）意思就是歌词做过处理，去掉了其中的污言秽语，也就是歌曲的”干净版“。这个干净版听起来很奇 …
请问有没有人知道explicit和implicit是什么翻译法? - 知乎
Dec 22, 2019 · Explicit 表示直截了当的清楚。 比如explicit instruction, 条条款款清清楚楚的介绍。 Implicit 表示不言自明的清楚。 比如一对男女他们虽然没有主动提及，但是心中都有清楚的感 …
iTunes Store 上购买的音乐，标识 ‘Explicit’ 是什么意思？ - 知乎
标识为Explicit的版本是因为里面包含了不健康的内容，相对应版本为Clean，如下图1。 美国的分级制度不知道领先天朝几条街，在iTunes中你也可以设置过滤不良内容，对于家长来说可谓说 …
C++ 嵌套类类模板特化 error: explicit specialization？ - 知乎
14.7.3 (2) An explicit specialization shall be declared in a namespace enclosing the specialized template. An explicit specialization whose declarator-id or class-head-name is not qualified …
歌曲后面的Explicit 、Acoustic、Clean是什么意思？ - 知乎
Mar 4, 2020 · 先说 Explicit. 可以理解为一个警告标识，国人多称为脏标。歌曲中出现这个词，表示歌曲中有脏话，不能接受者请避雷。 再说 Clean. Clean 是Explicit 的改良版，即去掉了脏话部 …
abaqus中的dynamic explicit 和dynamic implicit区别在哪里？
Therefore, Abaqus/Standard(or Abaqus implicit) must iterate to determine the solution to a nonlinear problem but Abaqus/Explicit determines the solution without iterating by explicitly …
abaqus提交作业出现中断，显示关键词不可用是为什么呀? - 知乎
ABAQUS/Explicit模块不支持某个关键词，或者该关键词属于过去古早版本的，目前已经不再支持(往往都是直接复制粘贴软件外的程序段落)。
Abaqus计算出现这种错误而中断是什么原因，该怎么办？ - 知乎
知乎是一个发现问题和答案的平台，帮助用户探索世界背后的意义。
电影史上无人超越的10部经典高分限制级情色电影，18岁以下不要 …
Jul 10, 2022 · 10 《可可西里的美丽传说》 欧洲情色片代表作。马莲娜，如女神一般。诱人的风姿更是风情万种，征服了西西里岛海滨的天堂 ...
ANSYS，ABAQUS，Hyperworks，Comsol……有限元软件该学哪一 …
ABAQUS的显式算法也做的非常棒，Explicit求解器是ABAQUS的重要组成部分。 被达索收购以后，SIMULIA套件中还包含了其他几个小弟，让ABAQUS的功能更加完善。 而且ABAQUS前后处 …
歌名后面一些后缀都是什么意思？ - 知乎
1.（Explicit）说明保留了歌词中的脏话等限制级的语句，一般出现在说唱乐。 2.（Clean）意思就是歌词做过处理，去掉了其中的污言秽语，也就是歌曲的”干净版“。这个干净版听起来很奇 …
请问有没有人知道explicit和implicit是什么翻译法? - 知乎
Dec 22, 2019 · Explicit 表示直截了当的清楚。 比如explicit instruction, 条条款款清清楚楚的介绍。 Implicit 表示不言自明的清楚。 比如一对男女他们虽然没有主动提及，但是心中都有清楚的感 …
iTunes Store 上购买的音乐，标识 ‘Explicit’ 是什么意思？ - 知乎
标识为Explicit的版本是因为里面包含了不健康的内容，相对应版本为Clean，如下图1。 美国的分级制度不知道领先天朝几条街，在iTunes中你也可以设置过滤不良内容，对于家长来说可谓说 …
C++ 嵌套类类模板特化 error: explicit specialization？ - 知乎
14.7.3 (2) An explicit specialization shall be declared in a namespace enclosing the specialized template. An explicit specialization whose declarator-id or class-head-name is not qualified …
歌曲后面的Explicit 、Acoustic、Clean是什么意思？ - 知乎
Mar 4, 2020 · 先说 Explicit. 可以理解为一个警告标识，国人多称为脏标。歌曲中出现这个词，表示歌曲中有脏话，不能接受者请避雷。 再说 Clean. Clean 是Explicit 的改良版，即去掉了脏话部 …
abaqus中的dynamic explicit 和dynamic implicit区别在哪里？
Therefore, Abaqus/Standard(or Abaqus implicit) must iterate to determine the solution to a nonlinear problem but Abaqus/Explicit determines the solution without iterating by explicitly …
abaqus提交作业出现中断，显示关键词不可用是为什么呀? - 知乎
ABAQUS/Explicit模块不支持某个关键词，或者该关键词属于过去古早版本的，目前已经不再支持(往往都是直接复制粘贴软件外的程序段落)。
Abaqus计算出现这种错误而中断是什么原因，该怎么办？ - 知乎
知乎是一个发现问题和答案的平台，帮助用户探索世界背后的意义。
电影史上无人超越的10部经典高分限制级情色电影，18岁以下不要 …
Jul 10, 2022 · 10 《可可西里的美丽传说》 欧洲情色片代表作。马莲娜，如女神一般。诱人的风姿更是风情万种，征服了西西里岛海滨的天堂 ...
ANSYS，ABAQUS，Hyperworks，Comsol……有限元软件该学哪一 …
ABAQUS的显式算法也做的非常棒，Explicit求解器是ABAQUS的重要组成部分。 被达索收购以后，SIMULIA套件中还包含了其他几个小弟，让ABAQUS的功能更加完善。 而且ABAQUS前后 …
