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• Half Title Page
• Series Page
• Title Page
• Copyright
• About the Authors
• Series Editors’ Note
• Preface
• Contents
• 1. Unifying Theory, Research, and Practice
• Guiding Questions
• What’s Development Got to Do with It?
• Using What We Know: Basing Practice on Existing Research
• Essential Elements
• Conclusion
• Self‑Assessment
• 2. Comprehension Considerations for Students from Diverse Linguistic and Cultural Backgrounds
• Guiding Questions
• Common Reading Comprehension Assumptions and Findings
• Issues Specific to English Learners
• Issues Specific to Dialect Speakers
• Other Issues Specific to Students in High‑Poverty Schools and from Diverse Backgrounds
• Conclusion
• 3. It’s All About Scaffolding
• Guiding Questions
• Applying the Gradual Release of Responsibility
• The Role of Scaffolding in Instructional Organization
• The Teacher Read‑Aloud
• Shared Reading
• Guided Reading
• Independent Reading
• Conclusion
• 4. Using Content to Create Engagement
• Guiding Questions
• Making Sense of the World: Building Bridges from Experience to Texts
• Vocabulary, Text, and Knowledge
• Using Themes and Disciplinary Content to Support Meaning Making
• Using Themes and Disciplinary Content to Support Vocabulary Development
• The Value of Authentic Experiences in Classroom Settings
• How Do You Plan an Integrated Curriculum?
• Making Powerful Text Selections
• Helping Students Process Multiple Texts
• Expanding to Include Internet and Hypermedia
• Incorporating Instructional Videos in New Ways
• Formative Assessment and Themed Instruction
• Conclusion
• 5. Comprehension Strategy Instruction and Self‑Regulation
• Guiding Questions
• Overview of Research
• Implementing Comprehension Strategy Instruction
• Avoiding Strategy Traps
• Considerations for English Learners
• Assessment of Comprehension Strategies
• Conclusion
• 6. Let’s Talk About It: High‑Level Discussions
• Guiding Questions
• Overview of Research
• Implementing High‑Level Discussions
• Considerations for English Learners
• The Evaluation of High‑Level Discussions
• Conclusion
• 7. Written Responses to Texts and Writing Projects
• Guiding Questions
• Overview of Research
• Writing to Express and Extend Comprehension
• Considerations for English Learners
• Assessment
• Conclusion
• 8. Assessing Reading Comprehension in the Early Grades
• Guiding Questions
• Overview of Research
• Common Formative Assessments and Classroom‑Based Assessments
• Assessing the Comprehension of Emergent Readers
• Assessing the Comprehension of Novice Readers
• Standardized and Standards‑Based Reading Comprehension Tests
• Assessment Considerations for English Learners and Students from Diverse Cultural and Linguistic Bac
• Conclusion
• 9. Beyond the Classroom: Intervening to Provide Additional Comprehension Support
• Guiding Questions
• Figuring Out How to Help: Using Assessment to Dig More Deeply
• Who, When, and Where?
• Interventions
• Conclusion
• References
• Index