Sentences with phrase «what reading comprehension strategies»

We hope you can use some of the strategies we've listed above and we want to hear what reading comprehension strategies work best for you.

Not exact matches

The programs seek to help ninth - grade students learn and employ the strategies used by proficient readers, improve their comprehension skills, and increase their motivation to read more and to enjoy what they read.

The bottom line: reading comprehension is a slow - growing plant, and the demand for rapid results on annual tests may be encouraging poor classroom practice — giving kids a sugar rush of test preparation, skills, and strategies when a well - rounded diet of knowledge and vocabulary is what's really needed to grow good readers.

For comprehension instruction, eight different instructional practices were observed and coded: doing a picture walk; asking for a prediction; asking a text - based question; asking a higher level, aesthetic response question; asking children to write in response to reading (including writing answers to questions about what they had read); doing a story map; asking children to retell a story; and working on a comprehension skill or strategy.

Comprehension reading strategies help students stay engaged and think about what they are reading.

For example, both elementary and secondary teachers in Michigan reported spending over three hours per week on comprehension strategies and having students respond to what they read, and slightly more than one - half hour per week on basic skills, such as phonics and word recognition.

Once teachers are planning and teaching High Performance Learning - Focused Lessons effectively, in the Increasing the Rigor of Learning - Focused Lessons: Higher Order Thinking, Reading and Writing professional development they will gain the skills and knowledge to increase the complexity of learning as the lesson progresses, integrate higher order thinking strategies and reading comprehension strategies into their lessons to increase rigor and deepen student learning, and challenge students to critically analyze and interpret what they learn to develop new inReading and Writing professional development they will gain the skills and knowledge to increase the complexity of learning as the lesson progresses, integrate higher order thinking strategies and reading comprehension strategies into their lessons to increase rigor and deepen student learning, and challenge students to critically analyze and interpret what they learn to develop new inreading comprehension strategies into their lessons to increase rigor and deepen student learning, and challenge students to critically analyze and interpret what they learn to develop new insights.

What strategies do you use in your classroom to improve reading comprehension?

Reading comprehension episodes provide students with the skills and strategies necessary to understand and answer questions about what they read.

Describes the 5 essential components of reading instruction (phonemic awareness, phonics, fluency, vocabulary, and text comprehension); summarizes what researchers know about each skill; implications for instruction; proven strategies for teaching reading.

Describes the five essential components of reading instruction: 1) phonemic awareness, 2) phonics, 3) fluency, 4) vocabulary, and 5) text comprehension; summarizes what researchers know about each skill; implications for instruction; proven strategies for teaching reading.

Reading comprehension skills and strategies help students stay engaged and think about what they are rReading comprehension skills and strategies help students stay engaged and think about what they are readingreading.

We love the strategies for reading comprehension that Tanny McGregor and other top authors offer us to help children understand what they read.

Reading comprehension strategies help students stay engaged and think about what they are rReading comprehension strategies help students stay engaged and think about what they are readingreading.

(1997) E652: Current Research in Post-School Transition Planning (2003) E586: Curriculum Access and Universal Design for Learning (1999) E626: Developing Social Competence for All Students (2002) E650: Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students (2003) E608: Five Homework Strategies for Teaching Students with Disabilities (2001) E654: Five Strategies to Limit the Burdens of Paperwork (2003) E571: Functional Behavior Assessment and Behavior Intervention Plans (1998) E628: Helping Students with Disabilities Participate in Standards - Based Mathematics Curriculum (2002) E625: Helping Students with Disabilities Succeed in State and District Writing Assessments (2002) E597: Improving Post-School Outcomes for Students with Emotional and Behavioral Disorders (2000) E564: Including Students with Disabilities in Large - Scale Testing: Emerging Practices (1998) E568: Integrating Assistive Technology Into the Standard Curriculum (1998) E577: Learning Strategies (1999) E587: Paraeducators: Factors That Influence Their Performance, Development, and Supervision (1999) E735: Planning Accessible Conferences and Meetings (1994) E593: Planning Student - Directed Transitions to Adult Life (2000) E580: Positive Behavior Support and Functional Assessment (1999) E633: Promoting the Self - Determination of Students with Severe Disabilities (2002) E609: Public Charter Schools and Students with Disabilities (2001) E616: Research on Full - Service Schools and Students with Disabilities (2001) E563: School - Wide Behavioral Management Systems (1998) E632: Self - Determination and the Education of Students with Disabilities (2002) E585: Special Education in Alternative Education Programs (1999) E599: Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities (2000) E638: Strategy Instruction (2002) E579: Student Groupings for Reading Instruction (1999) E621: Students with Disabilities in Correctional Facilities (2001) E627: Substance Abuse Prevention and Intervention for Students with Disabilities: A Call to Educators (2002) E642: Supporting Paraeducators: A Summary of Current Practices (2003) E647: Teaching Decision Making to Students with Learning Disabilities by Promoting Self - Determination (2003) E590: Teaching Expressive Writing To Students with Learning Disabilities (1999) E605: The Individualized Family Service Plan (IFSP)(2000) E592: The Link Between Functional Behavioral Assessments (FBAs) and Behavioral Intervention Plans (BIPs)(2000) E641: Universally Designed Instruction (2003) E639: Using Scaffolded Instruction to Optimize Learning (2002) E572: Violence and Aggression in Children and Youth (1998) E635: What Does a Principal Need to Know About Inclusion?