Can baboons read? That is the thought-provoking question that opens this wonderfully accessible book for trainee and practising primary school teachers to fully understand the process of reading comprehension. Comprehension is an essential component of learning to read and a successful teacher of reading will have a portfolio of different strategies and approaches that take in to account that children learn to read in different ways. This book supports the development of student and practising teachers’ subject knowledge by providing detailed guidance in to the reading comprehension process, along with practical strategies and lesson ideas for use in the classroom. Drawing from educational and psychological research, coverage includes:
- School-based activities in every chapter
- An in-depth focus on the inference making process
- The role of vocabulary and syntax in comprehension
- Cognitive and meta-cognitive processes including the use of memory
- Advice on developing effective classroom talk with different groups of children
- Using different text genres and selecting texts
Why not preview the first chapter? Read Chapter 1: Locating Reading It's a great starting point for discussion and debate on 'what is reading'.
Can baboons read? That is the thought-provoking question that opens this wonderfully accessible book for trainee and practising primary school teachers to fully understand the process of reading comprehension. It develops subject knowledge and provides practical strategies and lesson ideas to teach comprehension confidently.
Arvustused
Much attention has been placed on the decoding aspect of reading and far less on the hugely complex twin process of comprehending texts. Wayne Tennents scholarly but accessible book helps to redress the imbalance. The author explains the key issues and offers practical guidance on how teachers can best support children to fully comprehend what they read. The book is timely and will become essential reading for all primary teachers. -- Jeni Riley Comprehensive, authoritative and timely, this book is informed by thorough analysis of research in the field and provides an insightful and invaluable guide to the teaching of reading comprehension. This is an essential resource for training and practising teachers, teacher educators and researchers. -- Mary Anne Wolpert This book addresses the teaching of reading comprehension from a pedagogically informed position. It provides a detailed and comprehensive analysis of historical, international and current research into the teaching of reading comprehension and is illuminated by the authors own extensive experience of working and researching with children. -- Mary Anne Wolport
| About the Author |
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viii | |
| Acknowledgements |
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ix | |
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1 | (18) |
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19 | (16) |
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35 | (100) |
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3 Knowledge: of life and language |
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37 | (15) |
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52 | (16) |
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5 Inference making: definition and difficulties |
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68 | (17) |
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85 | (16) |
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7 Interrogative inferences |
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101 | (14) |
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8 Text comprehension: uniting the separate components |
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115 | (20) |
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135 | (57) |
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137 | (17) |
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10 Teaching comprehension: pedagogical principles |
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154 | (19) |
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11 Teaching comprehension: pedagogy in practice |
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173 | (19) |
| Conclusion |
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192 | (3) |
| References |
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195 | (11) |
| Index |
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206 | |
Wayne Tennent is a Senior Lecturer in Education at Brunel University of London. His co-authored book Guiding Readers Layers of Meaning was published in 2016 and won the United Kingdom Literacy Association (UKLA) academic book of the year award. He is a Brunel Global Citizen Award Winner, as nominated by the students, for his work in promoting a critical awareness of race and gender in texts used for teaching. He works with schools, both nationally and internationally, developing pedagogical practices to support teaching for reading comprehension. Previously, he taught for many years, mainly in London, but also in Greece, Brunei and New Zealand. He continues to work with children on a regular basis.
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