Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies is written by Gerald G. Duffy. This book gives multiple examples of how to explain reading to to students who cannot or do not learn to read easily. It also talks a lot about how explicit teaching plays a huge and vital role in the K-8 classroom. There are some particular benefits of explicit teaching for struggling readers. In this book, there are 22 major skills and strategies that are identified. These skills and strategies are associated with vocabulary, comprehension, word recognition, and fluency. Each strategy is shown with examples that teachers can use develop and change their lessons to meet the unique needs of each of their students. This book also shows teachers how to move from their explanation to the students' use of the new concepts.
I really liked reading the "How Comprehension Works" section in chapter two of this book. The main point in this section is that comprehension is strategic. The author also points out that comprehension is a continuous process of using text clues. That is why I love using the CLUE strategy because we really get students to use their text clues all the time. This section also says that comprehension is proactive, tentative, personal, transactive, thoughtful, imagistic, inferential, and reflective. Some strategies that are given in this section are making predictions, monitoring and questioning what is happening, adjusting predictions as you go, creating images in the mind, removing blockages to meaning, and reflecting on the significance of what was read. These strategies can be put into categories. The categories are before you begin reading, as you begin to read, during reading, and after reading.
Questions to Consider:
1.
How do we modify and
accommodate in order to maximize literacy learning for all students?
2.
What does effective instruction
look like when teaching literacy? What should we teach? How do we teach it?
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