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Chapter 10: Assisting Struggling Readers with Textbook Comprehension

Chapter 10: Assisting Struggling Readers with Textbook Comprehension. Bethanie McCutcheon Amber Gaines Courtney LeFevre. Essential Questions. Why teach textbook comprehension? Who are the readers who struggle with textbooks? How to select an appropriate and considerate textbook?.

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Chapter 10: Assisting Struggling Readers with Textbook Comprehension

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  1. Chapter 10: Assisting Struggling Readers with Textbook Comprehension Bethanie McCutcheon Amber Gaines Courtney LeFevre

  2. Essential Questions • Why teach textbook comprehension? • Who are the readers who struggle with textbooks? • How to select an appropriate and considerate textbook?

  3. Instructional Problem • “At Risk” or “Below Level” students struggle to be onan average textbook reading comprehension level. • There are three strategies that focus on correcting this problem in elementary classrooms.

  4. Comprehension Strategies • Embedded Comprehension Instruction • Explicit Strategy Instruction • Teacher-Guided Comprehension

  5. Embedded Comprehension Strategies • Inclusive Practices examples: • Math- word problems • Science- lab procedures • Social Studies- journals, dialogue, timelines

  6. Explicit Strategy Instruction • Inclusive Practices examples: • Subject-specific vocabulary • Determining importance • Text/sentence structure

  7. Teacher Guided Comprehension • Inclusive Practice examples: • Reading/textbook guides • Determining importance • Making inferences

  8. Lesson Plan for Textbook Comprehension • Lesson Plan Resource • Lesson Plan Example • Additional Resource

  9. From Theory to Practice • Experienced readers are active in their pursuit of resources to support their learning. Text sets-collections of resources from different genre, media, and levels of reading difficulty-are more supportive of learners with a range of experiences and interests than any single text. They are particularly supportive of less-experienced readers, as NCTE leader, Laura Robb, notes in her Voices from the Middle article, "Multiple Texts: Multiple Opportunities for Teaching and Learning."

  10. Theorist • Our unit is based around: • Vygotsky, because they are working in groups to improve their textbook comprehension. • Dewey, because we are dealing with experiences. • Gardner, because it focus on the multiple intelligences; linguistic-intelligence, interpersonal, and intrapersonal.

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