50 active learning strategies for improving reading comprehension

Title:

Personal Author:

Herrell, Adrienne L.

Publication Information:

Upper Saddle, NJ : Prentice Hall, 2002

ISBN:

9780130184382

Subject Term:

Reading comprehension

Active learning

Added Author:

Jordan, Michael

Available:*

Library	Item Barcode	Call Number	Material Type	Item Category 1	Status
Searching... PSZ JB	30000004346627	LB1050.45 H47 2002	Open Access Book	Book	Searching... Unknown
Searching... PSZ JB	30000010046301	LB1050.45 H47 2002	Open Access Book	Book	Searching... Unknown
Searching... SPACE KL Main Library	30000004346619	LB1050.45 H47 2002	Open Access Book	Book	Searching... Unknown

Summary

This book incorporates the strongest and most current research available to help teachers actively involve their students in the reading comprehension process.

Author Notes

Adrienne Herrell is a professor of reading/language arts at California State University, Fresno, where she teaches classes in early literacy, assessment, and strategies for teaching English language learners. Fifty Active Learning Strategies for Improving Reading Comprehension is Dr. Herrell's fourth book for Merrill/Prentice Hall. Her previous books include Camcorder in the Classroom with Joel Fowler, Fifty Strategies for Teaching English Language Learners, and Reflective Planning, Teaching, and Evaluation: K-12, Third Edition, with Judy Eby and Jim Hicks. Dr. Herrell's writing and research are built on her experiences teaching in Florida's public schools for twenty-three years. She and Dr. Jordan (co-author) are currently engaged in research in Fresno's public schools validating the effectiveness of the strategies described in this text.

Michael Jordan is an assistant professor in the Department of Curriculum, Teaching and Educational Technology and Coordinator of the Multiple Subject Credential Program (Elementary Credential) at California State University, Fresno. He has taught primary grades through high school in Georgia, Alabama, Florida, and California. Dr: Jordan is an actor, education director, and board member of Theatre Three Repertory Company in Fresno, California, and is dedicated to providing children and youth access to live theatre. He and Dr. Herrell incorporate many dramatic reenactment strategies in their joint research working with vocabulary and comprehension development in children learning English in the public schools of Fresno. Fifty Active Learning Strategies for Improving Reading Comprehension is Dr. Jordan's first book, and he has published several articles on interactive script writing and vocabulary development to enhance reading comprehension for children.

Section I Word and Sentence Level Comprehension	p. 1
1 Collecting Words: Learning the Nuances of Word Meanings	p. 2
2 Structural Analysis: Focusing on the Meaning of Word Parts	p. 6
3 Word Mapping: Exploring Word meanings and Applications	p. 14
4 Word Origin Studies: Linking Word Histories and Roots to Word Comprehension	p. 19
5 Vocabulary Role Play: Building Vocabulary through Physical Experiences	p. 24
6 Vocabulary Processing: Multiple Strategies Approach	p. 28
7 Microselection: Introducing the Concepts of Key Words and Main Ideas	p. 35
8 Chunking for Fluency: Comprehension at the Sentence Level	p. 40
Section II Paragraph Level Comprehension	p. 45
9 Anaphoric Relations: Word Substitutions	p. 46
10 Connectives: Focusing on Words That Support Cohesion and Inference	p. 50
11 Text Charting: Exploring the Connections Among Sentences	p. 55
12 Inferences: Filling in the Missing Pieces	p. 61
13 Read, Pair, Share: Working with a Partner to Answer Questions	p. 66
14 Cooperative Scripts: Working in Pairs to Improve Comprehension and Recall	p. 72
15 GIST (Generating Interaction between Schemata and Text): Making Comprehension Connections	p. 76
Section III Integrating Background Knowledge	p. 83
16 Coming Attractions: Prereading Strategies to Activate and Build Prior Knowledge	p. 84
17 Predicting: Using Past Experiences to Support Comprehension	p. 89
18 Double-Entry Journals: Connecting Experiences to Text	p. 96
19 Read/Think Aloud: Emphasizing Connections and Thought Processes	p. 100
20 Series Book Studies: Building Background Knowledge through Familiar Story Elements	p. 105
21 Intertextual Studies: Comparing Story Elements to Build Comprehension	p. 111
22 Venn Diagrams: Comprehending through Comparing and Contrasting	p. 115
23 Critical Reading: Analyzing Text through Higher-Level Thinking Activities	p. 124
24 Imagination, Images, and Interaction: Creating and Describing Mental Pictures	p. 129
Section IV Holistic Comprehension	p. 135
25 KWL Charts: Supporting Comprehension Into, Through, and Beyond Reading	p. 136
26 Data Charts: Organizing Information to Aid Comprehension and Recall	p. 140
27 Drama Centers: Building Comprehension through Active Processing	p. 146
28 Story Retelling Boxes: Using Props to Reenact Stories	p. 151
29 Script Writing: Investigating and Analyzing Text	p. 156
30 Readers Theatre: Using Active Reading Processes to Enhance Comprehension	p. 166
31 Story Structure Studies: Recognizing and Building on Narrative Story Elements	p. 174
32 Text Mapping: A Traveler's Guide to Comprehension	p. 179
33 Summarization: Identifying the Main Idea and Supporting Details	p. 186
34 NIPS: An Interactive Support Strategy for Comprehending "Tough" Text	p. 193
Section V Self-Monitoring Strategies	p. 199
35 Cross-Checking: Self-Monitoring at the Sentence Level	p. 200
36 Periodic Paraphrasing: Monitoring Your Own Understanding	p. 206
37 Self-Monitoring through Imaging and Interacting: Demonstrating Understanding	p. 210
38 Note Taking: Identifying and Monitoring Understanding of Important Information	p. 216
39 Reciprocal Teaching: A Cooperative Approach to Comprehension Monitoring	p. 222
40 Fix-up Strategies: Knowing What to Do When Reading Doesn't Make Sense	p. 226
41 SQ4R: Studying for Comprehension and Memory	p. 233
Section VI Assessment to Inform Instruction	p. 239
42 Literacy Observation Checklists: Observing and Conferencing to Document and Set Goals	p. 240
43 Vocabulary Rating: Assessing Word Understanding and Use	p. 245
44 Retelling for Assessment: Using Free Recall to Determine Depth of Understanding	p. 248
45 Comprehension Style Assessment: How Does the Reader Construct Meaning?	p. 256
46 Cloze Assessment: Evaluating the Use of Comprehension Processes	p. 261
47 Think-Aloud: Assessing Comprehension Strategy Use	p. 266
48 Process Questions: Identifying Metacognitive Strategies	p. 270
49 Question-Answer Relationships: Identifying Question Types and Locating Answers	p. 275
50 Element Interviews: Engaging Students in Interactions Centered on Story Elements	p. 281

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Summary

Summary

Author Notes

Table of Contents