How reading for understanding research complicates the simple view of reading, and implications for later success as adolescent readers.
Speaker(s): Gina N. Cervetti
Listening comprehension, what it is, what skills and knowledge contribute to it, and what effective teaching strategies should be employed in the classroom. *This video was created exclusively for the Supporting Readers Who Struggle collections.
Speaker(s): Young-Suk Grace Kim
On the comprehension roadblocks adolescents may face in reading academic text and what strategies are available to help. *This video is excerpted from a full session.
Speaker(s): Sharon Russell, Judy Miller
On the pitfalls of the simple view of reading, and how educators can teach to the student, not the disability. *This audio presentation was created exclusively for the Supporting Readers Who Struggle collections. **A PDF handout is included.
Speaker(s): George Hruby
How behavioral engagement fosters struggling adolescents’ reading growth, and how teachers’ perceptions of their students’ emotional and cognitive engagement further contribute to reading competence.
Author(s): James S. Kim, Lowry Hemphill, Margaret Troyer, Jenny M. Thompson, Stephanie M. Jones, Maria D. LaRusso, Suzanne Donovan
How expectations regarding how to read in a genre and discipline may influence comprehension and the ways in which strategies are employed.
Author(s): Monica S. Yoo
Five practices for creating a knowledge-building classroom to support students’ current and future reading.
Author(s): Gina N. Cervetti, Elfrieda H. Hiebert
How morphology supports derived-word reading for different types of readers and different types of words and can help guide the design of instructional programs to support adolescent word reading.
Author(s): Amanda P. Goodwin, Jennifer K. Gilbert, Sun-Joo Cho
Instructional practices to transform literacy teaching and disrupt deficit view labels of students.
Author(s): Katherine K. Frankel, Maneka Deanna Brooks
A method designed for post-secondary students to help them become focused, engaged, and productive before, during, and after reading.
Author(s): Victoria Rey