• 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 ...

Teach Students How to Infer
Teach students how to infer

A fully explicit text would not only be very long and boring, but it would destroy readers’ pleasure in imposing meaning on the text—making it their own.

—Oakhill, Cain, and Yuill (1998, p. 347)

Figuring out what an author has left unsaid in the text is often the stated definition of inferring. I call it “reading the author's mind.” Some call it “reading between the lines.” But inferring is actually putting together and reconciling three different sources of information or knowledge: (1) what is written in the text, (2) what is unwritten in the text, and (3) what is already known by the reader in the form of either background knowledge or prior experiences, for the purpose of ...

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