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An Introduction to Prediction | |
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What Is Predicting? | |
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Predictions Create Purpose | |
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Predictions for Learning | |
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The Structure of This Book | |
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Conclusion | |
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Understanding the Role of Predicting in Learning | |
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Superficial Prediction and Missed Opportunities | |
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Using Clues from the Text to Predict | |
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Incorporating Prior Knowledge into Predictions | |
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The Benefits of Making Predictions | |
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Engagement | |
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Activating Existing Knowledge | |
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Exercising the Use of Reading Strategies | |
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Humans: A History of Predicting | |
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Predictions Reduce Uncertainty | |
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Processing Information: A Critical Aspect of Prediction | |
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Short-Term Memory | |
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Working Memory: Pulling Stored Knowledge Forward | |
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Long-Term Memory and Existing Knowledge | |
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Types of Long-Term Memory | |
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Schemata and Prior Knowledge | |
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Prediction depends on existing knowledge | |
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Predictions depend on actively transforming knowledge | |
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Developing Expert Predictors | |
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Analogies Help Us Predict | |
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Analogies Clarify Understanding | |
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Analogies Help Us Predict with Greater Detail | |
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Analogies Provide a Bridge to New Learning | |
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Comparison Activities as an Expert Skill | |
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Is Making Predictions Enough? | |
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Learning from Predictions: I Predict... Now What? | |
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Teaching Students Strategies for Learning How to Predict | |
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Cognitive Strategies | |
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Attending to Text Features: Illustrations | |
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Attending to Text Features: Tables, Diagrams, Graphs, and Charts | |
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Attending to Text Structures | |
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Attending to Literary Devices | |
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Accessing and Activating Background Knowledge | |
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Accessing and Activating Prior Knowledge | |
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Noting Word-Level Cues | |
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Making Inferences | |
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Asking and Generating Questions | |
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Making Connections | |
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Summarizing | |
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Visualizing | |
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Asking and Making Clarifications | |
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Instructional Routines That Promote Prediction | |
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Instructional Routines | |
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Instructional Routines That Are Evidence-Based | |
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Shared Reading | |
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Think Alouds and Models | |
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Question Answer Relationships (QAR) | |
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The Directed Reading-Thinking Activity | |
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Reciprocal Teaching | |
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Know-Want to Know-Learn (KWL) | |
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Guided Reading and Summarizing Procedure (GRASP) | |
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Cliffhanger | |
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Graphic Organizers | |
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Anticipation Guides | |
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Metacognitive Double-Entry Journals | |
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Hot Seat | |
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Using Predictions to Increase Precision Teaching | |
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Knowing Students | |
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Kid Watching | |
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Interest Inventory | |
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Metacomprehension Strategy Index | |
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Assessments | |
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Profiles in Comprehension | |
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Feedback | |
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Using Feed Up to Establish Goals | |
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Feed Back in the Classroom | |
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Integrating Feed Forward in Instruction | |
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Conclusion | |
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Metacomprehension Strategy Index | |