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Turning the Page on Complex Texts
Ensure all learners become successful close readers. In this powerful resource, the authors examine what features make a text complex. Learn how to select appropriate complex texts and design instruction to meet the needs of every student. Explore grade-specific classroom scenarios that illustrate how to scaffold lessons to foster close reading and deepen comprehension at all stages of K-12 education.
Benefits
* Gain practical teaching strategies for creating close reading lessons.
* Consider grade-level-specific instructional scenarios that illustrate how to support students' reading comprehension as they learn to read closely.
* Learn how to evaluate a text's complexity and how to ask text-dependent questions that can help students engage with a text.
* Study evidence for why continuous close assessment of student performance is vital for making sure all students learn to closely read complex texts.
* Discover potential contingency scaffolds for the classroom and how to use them to promote student success in closely reading a text.
Contents
Introduction
Part I: Background and Planning Information
1 Understanding Close Reading
2 Identifying Text Complexity
3 Making Decisions That Support Close Reading Instruction
4 Assessing During Close Reading
Part II: Instructional Scenarios
5 Understanding What the Text Says Through Differentiated Scaffolds
6 Understanding How the Text Works Through Differentiated Scaffolds
7 Understanding What the Text Means Through Differentiated Scaffolds
8 Supporting Knowledge Demands with Differentiated Scaffolds
Epilogue
Appendix A
References and Resources
eBook
Designing early literacy programs : differentiated instruction in preschool and kindergarten
\"This acclaimed teacher resource and course text describes proven ways to accelerate the language and literacy development of young children, including those at risk for reading difficulties. The authors draw on extensive research and classroom experience to present a complete framework for differentiated instruction and early intervention. Strategies for creating literacy-rich classrooms, conducting effective assessments, and implementing targeted learning activities are illustrated with vivid examples and vignettes. Helpful reproducible assessment tools are provided. Purchasers also get access to a Web page where they can download and print the reproducible materials in a convenient 8 1/2\" x 11\" size. Subject Areas/Keywords: assessments, at-risk students, beginning readers, CCSS, classroom environments, classrooms, Common Core State Standards, differentiated instruction, early childhood reading, early literacy, ELA, emergent, English language arts, foundational skills, interventions, kindergarten, language, literacy development, preschool, prevention, programs, reading difficulties, response to intervention, RTI, struggling, teaching, writing Audience: Preschool and kindergarten teachers; reading specialists; school and child care administrators; instructors and students in early childhood education and early literacy\"-- Provided by publisher.
Book
Cross-linguistic syntactic priming as rational expectation for syntactic repetition in the bilingual environment
Recent research suggests that syntactic priming in language comprehension—the facilitated processing of repeated syntactic structures—arises from the expectation for syntactic repetition due to rational adaptation to the linguistic environment. To further evaluate the generalizability of this expectation adaptation account in cross-linguistic syntactic priming and explore the influence of second language (L2) proficiency, we conducted a self-paced reading study with Chinese L2 learners of English by utilizing the sentential complement-direct object (SC-DO) ambiguity. The results showed that participants exposed to clusters of SC structures subsequently processed repetitions of this structure more rapidly (i.e., larger priming effects) than those exposed to the same number of SC structures but spaced in time, despite the prime and target being in two different languages (Chinese and English). Furthermore, this difference in priming strength was more pronounced for participants with higher L2 (English) proficiency. These findings demonstrate that cross-linguistic syntactic priming is consistent with the expectation for syntactic repetition that rationally adapts to syntactic clustering properties in surrounding bilingual environments, and such adaptation is enhanced as L2 proficiency increases. Taken together, our study extends the expectation adaptation account to cross-linguistic syntactic priming and integrates the role of L2 proficiency, which can shed new light on the mechanisms underlying syntactic priming, bilingual shared syntactic representations and expectation-based sentence processing.
Journal Article
Incorporating Reading Reflections in a Nonclinical Nursing Course
With a push toward more active learning in the classroom and the need to reach diverse learning styles, adding in a reading reflection at the beginning of a class is a stellar activity to encourage reading, participation, active listening, teamwork, and cultural awareness. Incorporating principles of the National League for Nursing's Hallmarks of Excellence© (2020), these reflections exhibit the hallmarks of engaged students, empowerment, creativity, and innovative and evidence-based approaches to facilitate learning. Discussion The reading reflection was implemented in a sophomore pharmacology course in a traditional baccalaureate nursing program.
Journal Article
Differentiation and Literacy: Teaching Reading and Writing
This program explains the fundamental principles of differentiated instruction and features a presentation by Carol Ann Tomlinson that examines the use of differentiated instruction to teach reading and writing in classrooms with students with diverse needs.
Streaming Video
Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches
In this study we compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upper-elementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable, intensive tutorial treatments differed only in the degree of explicitness of the comprehension strategy instruction. Overall, there was meaningful progress in students' reading decoding, fluency, and comprehension. Gains in formal measures of word attack and reading fluency after five weeks of intervention translated into grade-equivalent gains of approximately half a school year. Analysis of the trends in the daily informal fluency probes translated into a weekly gain of 1.28 correct words per minute. The more explicit comprehension strategy instruction was more effective than the less explicit treatment. Findings are discussed in light of the question of how to maximize the effects of reading interventions for older children with RD.
Journal Article
