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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 | |