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Preface | |
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Acknowledgments | |
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Comprehension Processes: An Overview | |
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Traditional Subskill Models and Methods | |
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Comprehension Processes | |
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Understanding Sentences | |
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Connecting Sentences | |
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Understanding the Whole | |
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Elaborating | |
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Metacognition | |
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The Total Comprehension Process | |
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Socio-Cultural Contexts | |
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An Example | |
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A Final Note | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Comprehension Process Teaching | |
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Research-Based Socio-Cultural Teaching Practices | |
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Meaningful and Authentic Reading Activities | |
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Amount of Reading | |
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Discussions | |
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Process Instruction | |
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Writing for Comprehension | |
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Questions on Content (Meaning) and Process (Making) | |
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Culturally Responsive and Relevant Teaching | |
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A Note About Instructional Methods | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Understanding and Connecting Sentences | |
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Comprehending Sentences | |
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Chunking | |
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General Teaching Strategies | |
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Remedial Chunking Instruction | |
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Selecting Details | |
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General Instruction in Detail Selection | |
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Explicit Selection Activities | |
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Connecting Sentences | |
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Anaphora | |
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Incidental Teaching of Anaphoric Inference | |
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Activities for Remedial Instruction in Anaphoric Inference | |
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Connectives | |
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Incidental Teaching of Connective Inference | |
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Remedial Connective Instruction | |
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Slot-Filling Inferences | |
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Local Versus Global Connections | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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Sample Resources for Readers' Theater | |
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References | |
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Understanding the Whole | |
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Story Grammars | |
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Instructional Procedures for Story Grammar Awareness | |
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Organizational Patterns in Expository Materials | |
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Instructional Procedures for Organizational Awareness | |
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Selecting Important Information in Nonfiction Materials | |
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Summarizing | |
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Incidental Instruction: K-12 | |
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Explicit Summarizing Instruction | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Elaborating | |
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Elaborative Processes | |
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Prediction | |
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General Instruction in Making Predictions | |
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Other Prior-Knowledge Elaborations | |
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Incidental Instruction in Prior-Knowledge Elaborations | |
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Explicit Instruction in Prior-Knowledge Elaborations | |
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Mental Imagery | |
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Incidental Instruction in Mental Imagery | |
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Specific Activities for Encouraging Imaging Strategies | |
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Visual Literacy | |
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Affective and Aesthetic Response | |
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Incidental Teaching of Affective and Aesthetic Response | |
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Higher-Level Thinking | |
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Application | |
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Analysis | |
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Synthesis | |
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Evaluation | |
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Critical Literacy | |
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Voice and Identity | |
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Empathy and Pluralism | |
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Historical, Sociological, and Utopian Imagination | |
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Media Literacy | |
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Praxis | |
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Final Considerations for Teaching Elaboration | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Metacognition: Selecting, Evaluating, and Regulating Strategies | |
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Adjusting Strategies According to Context | |
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Instruction in Metacognitive Decision Making | |
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Comprehension Monitoring | |
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Incidental Teaching of Comprehension Monitoring | |
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Explicit Monitoring Instruction | |
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Reading for Remembering: Studying | |
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Comprehension Processes as Study Strategies | |
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Self-questioning for Remembering | |
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Traditional Study Strategies | |
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Teaching Study Skills: K-12 | |
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Computer Literacy | |
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Webquests | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Selected Resources for Webquests | |
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Reader Contexts: Who Is Reading? | |
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Prior Knowledge | |
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Facilitating Prior-Knowledge Usage | |
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Building New Prior Knowledge | |
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Vocabulary Development | |
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Activities for Teaching Vocabulary Related to Reading | |
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Development of Word-Learning Independence | |
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Motivation | |
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Cultural Differences | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Text Contexts: What Is Being Read? | |
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Readability | |
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Matching Students with Materials | |
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Bias in School Reading Materials | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Situational Contexts: Why, When, and Where Are They Reading? | |
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The Comprehension Task | |
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Reading Purposes and Strategies | |
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The Social Context | |
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Teacher-Student Interactions | |
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The Instructional Group and Classroom Environment | |
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The School and Community | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Integrating Assessment and Instruction | |
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Standardized Tests of Comprehension Ability | |
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Multicontext Assessment | |
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Assessment of Retellings | |
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Thinking Aloud | |
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Portfolio Assessment | |
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Prescriptive Teaching Examples | |
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Elementary Examples | |
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Secondary Examples | |
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A Final Note: "Outer Context" | |
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Summary | |
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Self-Check Test | |
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Suggested Activities | |
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References | |
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Answers to True or False Questions | |
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Index | |