Comprehension [Grades K-12]. Douglas Fisher

of Videos

      2  Acknowledgments

      3  Introduction

      4 Chapter 1: The Point of Comprehension Is Not ComprehensionBut What Is Reading?Teaching Students to ComprehendSkilled Readers or Strategic ReadersConstrained and Unconstrained SkillsIs Comprehension Enough?

      5 Chapter 2: Skill in Reading ComprehensionSkill in Reading ComprehensionBackground Knowledge in ReadingKnowledge Must Be OrganizedKnowledge Must Be ConditionalizedKnowledge Must Be TransferredThe Sounds of LanguageSound-Level InstructionWord-Level InstructionSyllable-Level InstructionRhyme-Level InstructionPhonics: Sound and PrintPhonics InstructionTypes of Phonics InstructionFluency in ReadingReading Fluency InstructionMeasuring FluencyVocabulary in ReadingDirect and Intentional Vocabulary InstructionTeaching Word SolvingFour Principles for Vocabulary InstructionComprehension Strategy InstructionInferringSummarizing and SynthesizingMonitoringConclusion

      6 Chapter 3: Will in Reading ComprehensionWill in Reading ComprehensionDispositions That Underpin LearningResilience: Emotional StrengthResourcefulness: Cognitive CapacityReflection: Strategic AwarenessRelating: Social SophisticationCreating the Classroom Conditions for Will to FlourishTeaching Practices to Build Choice in Your ClassroomTeaching Practices to Build Relevance in Your ClassroomConclusion

      7 Chapter 4: Thrill in Reading ComprehensionThrill in Reading ComprehensionThe Right and the Responsibility of CriticismFostering Deep Comprehension With CritiqueReading Through a Critical Literacy LensQuestion the Commonplace in a TextConsider the Role of the AuthorSeek Alternative PerspectivesGoal Setting Through Student-Generated QuestionsFostering Creative ThinkingThink-Outside-the-Box QuestionsTaking ActionTaking Accurate and Ethical ActionConclusion

      8 Chapter 5: Tools for Reading Comprehension InstructionTexts as Tools for Fostering ComprehensionText Readability and Text ComplexityText Readability: The Quantitative MeasuresText ComplexityThe Special Cast of Digital TextsTexts in Primary GradesMaking Decisions About TextTasks as Tools for Fostering ComprehensionDirect and Dialogic InstructionDirect InstructionDialogic InstructionAn Instructional Framework That WorksFocused InstructionGuided InstructionCollaborative LearningIndependent LearningConclusion

      9  References

      10  Index

      11  Visit the companion website at www.resources.corwin.com/comprehension to view videos and downloadable resources.

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