40 ways to support struggling readers in content classrooms grades 6-12 /

40 ways to support struggling readers in content classrooms grades 6-12 /

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Bibliographic Details
Author / Creator:McEwan-Adkins, Elaine K., 1941-
Imprint:Thousand Oaks, Calif. : Corwin, 2007.
Description:1 online resource (xxvi, 169 pages)
Language:English
Subject:
Reading (Secondary)
Reading -- Remedial teaching.
Content area reading.
Content area reading.
Reading -- Remedial teaching.
Reading (Secondary)
Electronic books.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11224776
Hidden Bibliographic Details
Varying Form of Title:Forty ways to support struggling readers in content classrooms grades 6-12
ISBN:9781452297798
1452297797
9781483329703
1483329704
9781452294599
1452294593
9781412952057
1412952050
9781412952064
1412952069
Notes:Includes bibliographical references and index.
Print version record.
Summary:This work is about scaffolding - the process by which expert teachers support novice learners. The book contains 40 research-based and classroom-tested methods that teachers can implement to help struggling readers be more successful.
Other form:Print version: McEwan-Adkins, Elaine K., 1941- 40 ways to support struggling readers in content classrooms grades 6-12. Thousand Oaks, Calif. : Corwin, 2007 9781483329703
Table of Contents:
  • Cover; Table of Contents; Problem-Solution Table of Contents; Topical Table of Contents; List of Instructional Aids; Preface; Acknowledgments; About the Author; Chapter 1
  • Teach the Seven Strategies of Highly Effective Readers; Chapter 2
  • Engage in Teacher and Student Think-Alouds Daily; Chapter 3
  • Teach Students How to Activate Prior Knowledge and Make Connections to New Knowledge; Chapter 4
  • Teach Students How to Infer; Chapter 5
  • Teach Students How to Monitor Their Comprehension; Chapter 6
  • Teach Students How to ask Questions; Chapter 7
  • Teach Students How to Question the Author.
  • Chapter 8
  • Teach Students How to Search and SelectChapter 9
  • Teach Students How to Summarize; Chapter 10
  • Teach Students How to Graphically Organize Text and Concepts by Chunking; Chapter 11
  • Use and Teach Concept Maps; Chapter 12
  • Teach Students How to Mark Text as They Read; Chapter 13
  • Provide Advance Organizers Before Lessons; Chapter 14
  • Use the i do it, We do it, You do it Lesson Plan; Chapter 15
  • Provide Models, Examples, and Nonexamples; Chapter 16
  • Preview and Preteach Critical Concepts and Vocabulary; Chapter 17
  • Check Frequently for Understanding.
  • Chapter 18
  • Assess for Learning and for GradingChapter 19
  • Use and Teach Content Vocabulary Daily; Chapter 20
  • Teach Academic Vocabulary; Chapter 21
  • Teach Vocabulary Using Graphic Organizers; Chapter 22
  • Reduce the Cognitive Load; Chapter 23
  • Teach the Structure of Your Discipline; Chapter 24
  • Use Easy Nonfiction to Build Background Knowledge; Chapter 25
  • Determine What's Hard for Students and Teach it; Chapter 26
  • Provide Easy-to-Read Short Articles Based on Content Standards; Chapter 27
  • Assign Oral-Assisted Repeated Reading of Content Text.
  • Chapter 28
  • Use a Variety of Oral Reading ApproachesChapter 29
  • Vary Your Models, Moves, and Activities; Chapter 30
  • Design Interactive Lessons; Chapter 31
  • Use the Cooperative Learning Model; Chapter 32
  • Create Content-Based Cooperative Games and Activities; Chapter 33
  • Vary Your Seating and Grouping Arrangements; Chapter 34
  • Give Students Reasons for Reading; Chapter 35
  • Develop and Use Scoring Rubrics; Chapter 36
  • Increase Wait Time; Chapter 37
  • Build in Frequent Processing Breaks; Chapter 38
  • Use and Teach Mnemonic Devices.
  • Chapter 39
  • Schedule Writing in Response to Reading on a Regular BasisChapter 40
  • Expect Students to Activate, Connect, and Summarize Daily; Conclusion; References; Index.

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