Group items tagged

For years, we've known that the amount of independent reading students do contributes to their reading skills. Students who read more tend to learn more vocabulary, become more proficient readers, find reading more enjoyable, and thus continue to read more and become ever better readers (Stanovich, 1986).

cite a compelling research base supporting the shift to more complex, nonfiction texts. They note, for example, that students who are able to answer questions related to complex text have a high probability of earning a C or better in an introductory-level college course in U.S. history or psychology.

helps students develop their background knowledge, which itself accounts for as much as 33 percent of the variance in student achievement (Marzano, 2000). Background knowledge becomes more crucial in the later elementary grades, as students begin to read more content-specific textbooks (Young, Moss, & Cornwell, 2007) that often include headings, graphs, charts, and other text elements not often found in the narrative fiction they encountered in the lower grades (Sanacore & Palumbo, 2009).

the goal is to get students to see how beliefs and biases can influence the way different people describe the same events.

the potential to motivate young children to read by tapping into their interests (Caswell & Duke, 1998)

relatively little attention paid to the essential standards, knowledge, and skills that general education teachers ought to possess in order to provide effective instruction to ELLs placed in their classroom.

attending to oral language development,

upporting academic language

teachers’ cultural sensitivity to the backgrounds of their students