- Summary
- Contents
- Subject index
“The book's major strengths are its ease of use and the range of approaches to address many different reading issues. You can read straight through for a host of ideas, or you can pinpoint exactly which kind of strategy to explore.”
—Kristie Mary Betts, English Teacher
Peak to Peak High School, Lafayette, CO
“Bottom line: This book is reader friendly! Teachers in the content areas can quickly and easily find specific ideas to help students.”
—Barbara L. Townsend, Reading Specialist
Elkhorn Area School District, WI
Help for students who are overwhelmed, feel confused, can't remember, lack language skills, or just don't get it.
In today's era of accountability, teachers are expected to help all secondary students understand complex concepts and ideas and demonstrate proficiency on high-stakes tests. To promote success for struggling ...
Chapter 2: Engage in Teacher and Student Think-Alouds Daily
Engage in Teacher and Student Think-Alouds Daily
I regularly model my own personal problem solving and comprehension of text by verbalizing what is going on in my mind during those processes.
Thinking aloud is a metacognitive activity in which individuals, both teachers and students, reflect on their thinking (i.e., cognitive processing) regarding what they have read and then articulate that thinking for others. When employed by teachers, thinking aloud is one of the most powerful ways to scaffold struggling readers in content classrooms. When employed by students, thinking aloud serves two critical purposes: (1) It increases the comprehension and retention of content, and (2) it serves as an instant assessment of students’ comprehension, providing teachers with ...
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