This text focuses on helping children become thoughtful, independent readers who are able to use a range of reading strategies for comprehension and word recognition. Research-based explanations and guidelines are presented, building a comprehensive strategy model. Teachers in Kindergarten to Grade 8 will find classroom-tested ways to create an effective environment for reading, combine teaching with structured support, and provide opportunities for pupils to talk about their learning. The book is illustrated throughout with clearly presented case studies. Also featured are samples of actual lessons, lists of recommended student texts, and excerpts from teacher journals and portfolios, as well as reproducible learning activities, graphic organizers, and assessment tools.
Table of Contents:
Contents: What Does It Mean to Be Strategic? Assessing Strategic Processing. Designing Effective Environments for Strategy Instruction: The Strategy Instruction Model. Why Do Students Struggle with Comprehension? Strategy Instruction That Enhances Comprehension. Strategy Instruction That Enhances Word Recognition. Teaching Strategic Processing Isn't Easy: Strategy Teachers' Development.
About the Author :
Janice F. Almasi, PhD, is Associate Professor in the Department of Learning and Instruction, Graduate School of Education, The State University of New York at Buffalo.
Review :
"Almasi offers a fresh perspective on teaching reading strategies by thoughtfully integrating explicit and constructivist approaches to comprehension and word recognition instruction. The text is full of practical ideas, concrete examples, comprehensive sample lessons, and insightful teacher reflections. This clearly and concisely written book will serve as an indispensable resource for classroom teachers, reading specialists, and preservice educators taking undergraduate or graduate courses in reading methods."--Gary A. Troia, PhD, College of Education, University of Washington, Seattle "This book makes an important contribution to the professional knowledge base of all teachers of reading. The author's comprehensive discussion of strategic behavior, including strategy instruction for enhancing comprehension and word recognition, provides valuable information for teaching readers ways to use strategies for understanding text. This is a book all graduate students, reading specialists, and classroom teachers should have."--Diana J. Quatroche, PhD, Department of Elementary and Early Childhood Education, School of Education, Indiana State University
"This book makes complex metacognitive processes and strategies easily understandable and applicable in the classroom. Showing that students do not necessarily know and routinely use strategic reading, Almasi guides educators toward an in-depth grasp of how to infuse this often neglected element of literacy into reading instruction. In essence, this book gives teachers a framework and specific instructional steps to help students become insiders in their own lifelong independent learning. A key feature is the friendly, nontechnical way the author introduces and illustrates difficult cognitive concepts by relating them to day-to-day activities. Teaching Strategic Processes in Reading will be a valuable text for graduate-level courses in literacy instruction."--Thomas W. Bean, PhD, University of Nevada, Las Vegas
"This is a text that all teachers should have on their shelves. The book examines what it means to be a strategic reader and provides insightful information about how to design and deliver effective strategy instruction. Recommendations are provided on how to assess strategic reading behaviors as well as how to create effective environments for comprehension and word recognition instruction. The text is filled with wonderful teaching ideas and examples. Perhaps the most significant contribution is the final chapter that describes the professional development of teachers as their understanding and skills in this area grow. Inservice teachers will really appreciate the practicality of this resource. An excellent text for graduate courses in reading assessment and instruction, it will also be appropriate for upper-level undergraduate use."--Linda B. Gambrell, PhD, School of Education, Clemson University
