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Rasinski, Timothy; Padak, Nancy; Newton, Joanna – Educational Leadership, 2017
Wide vocabulary knowledge is associated with proficiency in reading comprehension and scores on tests involving comprehension. Yet assessments show that U.S. students at various grade levels have demonstrated no improvement in their vocabulary knowledge since 2009. Literacy expert Timothy Rasinski and colleagues argue that students need improved…
Descriptors: Reading Instruction, Vocabulary Development, Reading Comprehension, Instructional Improvement
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Reading Teacher, 2010
Retelling and summarizing are great ways to get children involved in what they're reading--and thinking about what they understand in texts. Summarizing is a more complex task than retelling. Creating a formal summary usually involves reducing a text by about a third, writing a topic statement, eliminating redundant and unimportant details, and…
Descriptors: Reading Aloud to Others, Story Telling, Books, Children
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Kelley, Michelle; Clausen-Grace; Nicki – Voices from the Middle, 2008
The Metacognitive Teaching Framework (MTF) is explained from the initial teacher-directed think-aloud through to students' independent use of cognitive strategies. The four stages of the MTF are described and tips for implementation are offered. Using questioning as an example, the authors work through what this looks like from stage 1 through…
Descriptors: Reading Comprehension, Action Research, Educational Psychology, Reading Strategies