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Hoffman, James V. – Reading Teacher, 2017
The author questions the "just right" leveling of student texts as having put limitations on students and teachers in promoting literacy. The historical background for the leveling of text and readers is described. The author identifies a number of unintended consequences associated with the use of leveling and guided reading.…
Descriptors: Literacy Education, Reader Text Relationship, Educational History, Reading Instruction
Del Nero, Jennifer Renner – Reading Teacher, 2017
This study employed case study methodology and design research to examine what aesthetic transactions (readers' thoughts, feelings, associations, etc. that arise during a text encounter) students constructed in response to texts in a Gothic studies reading unit created by the author. The study was conducted in a seventh-grade reading classroom.…
Descriptors: Case Studies, Aesthetics, Student Attitudes, Reading Materials
Boelé, Amy L. – Reading Teacher, 2016
Posing text-dependent questions is crucial for facilitating students' comprehension of the text. However, text-dependent questions should not merely ask students to reflect the author's literal or even inferential meaning. The author's message is the starting place for comprehension, rather than the end goal or object of comprehension. The text…
Descriptors: Reading Comprehension, Questioning Techniques, Reader Text Relationship, Reading Strategies
Roehling, Julia V.; Hebert, Michael; Nelson, J. Ron; Bohaty, Janet J. – Reading Teacher, 2017
Comprehending expository reading material is a challenge for many students. Research has shown that students' expository reading comprehension can improve with the help of text structure instruction. The purpose of this article is to present teachers with a framework for effectively implementing text structure instruction in their classrooms.…
Descriptors: Text Structure, Reading Comprehension, Reading Instruction, Grade 2
Serafini, Frank; Tompkins, Felicia – Reading Teacher, 2015
This article explores a variety of contemporary picturebooks that offer the picturebook as an object of construction, as a character, and as portals to other narrative levels. These metafictive devices break the traditional boundaries between fictional and real worlds by involving the reader in the narrative, talking to them directly, and…
Descriptors: Picture Books, Reading Materials, Teaching Methods, Reader Text Relationship
Fisher, Douglas; Frey, Nancy – Reading Teacher, 2015
12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.
Descriptors: Interviews, Reading Strategies, Reading Instruction, Reading Processes
Serafini, Frank – Reading Teacher, 2014
The concept of close reading is an important consideration when addressing the Common Core State Standards. In addition, "close reading" permeates the CCSS and suggests a particular way of reading and responding to texts. Trying to help students become successful readers in both school based settings and in the world outside of school is…
Descriptors: Reading Instruction, Reader Text Relationship, State Standards, Core Curriculum
Strom, Carolyn – Reading Teacher, 2014
This teaching tip highlights a strategy that assists teachers in structuring classroom discussions about texts. Specifically, this conversational technique helps students think and talk about a text beyond its literal meaning. During classroom conversations that employ this strategy, teachers help students extend their overall understanding of a…
Descriptors: Discussion (Teaching Technique), Classroom Techniques, Educational Practices, Educational Strategies
Lapp, Diane; Grant, Maria; Moss, Barbara; Johnson, Kelly – Reading Teacher, 2013
A question being asked by teachers across the country is, How can I teach students to acquire both the skills and knowledge demanded by the Common Core State Standards (CCSS) while simultaneously guiding them to read challenging texts such as those presented in Appendix B of the CCSS? Answering this invites the integration of ideas and the…
Descriptors: Reading Strategies, Reading Instruction, Content Area Reading, Reader Text Relationship
Watts-Taffe, Susan; Laster, B. P.; Broach, Laura; Marinak, Barbara; Connor, Carol McDonald; Walker-Dalhouse, Doris – Reading Teacher, 2013
This article addresses approaches to differentiating instruction to meet the needs of students whose literacy needs, interests, and strengths vary widely. This article was designed to support classroom teachers who understand the importance of differentiating instruction, but are unsure of how best to design and implement differentiation within…
Descriptors: Individualized Instruction, Teacher Effectiveness, Response to Intervention, Classroom Techniques
Serafini, Frank – Reading Teacher, 2012
In this column, readers are asked to reconsider several traditional instructional strategies, in particular predicting and picture walks, and the role these practices play in the elementary reading curriculum. In addition, what happens after a book has been read must be reconsidered in light of the activities in which life long readers engage. To…
Descriptors: Educational Strategies, Reading Instruction, Change Strategies, Reading Strategies
Gritter, Kristine – Reading Teacher, 2011
When students create personal connections with literature during whole-class discussion, they make sense both of text and of their life experiences. In this article, the author shares tips that help students make text-to-self, text-to-world, and text-to-text connections. She offers classroom examples to illustrate how conversations that encourage…
Descriptors: Reading Comprehension, Discussion (Teaching Technique), Literature, Reader Text Relationship
Reading Teacher, 2010
Meaningful conversations are a powerful tool to help students understand what they read and make text-to-self connections. This simple lesson, which is designed for repeated use with both fiction and nonfiction, provides students with strategies to support conversations about texts. Students will learn how to determine which ideas work best to…
Descriptors: Reading Comprehension, Interpersonal Communication, Educational Strategies, Teaching Methods
Hedin, Laura R.; Conderman, Greg – Reading Teacher, 2010
Informational text presents many obstacles to comprehension for striving readers. Although teachers use many evidence-based practices to support instruction with this type of text, in some situations, readers may be able to increase their comprehension by rereading. Teachers can help students recognize situations in which rereading is helpful.…
Descriptors: Reading Comprehension, Teacher Role, Reading Instruction, Reader Text Relationship
Cordova, Ralph A.; Matthiesen, Amanda L. – Reading Teacher, 2010
An inner-city second grade teacher-researcher and her university-based partner examine how she and her inner-city second graders learned to resist and expand the constraints of their mandated, scripted reading curriculum by exploring their neighborhood and classrooms as communities spaces for literacies learning. Drawing on an interactional…
Descriptors: Ethnography, Grade 2, Researchers, Teacher Researchers