Reading for Understanding
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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
By Ruth Schoenbach, Cynthia Greenleaf, Lynn MurphyIn an interview at the end of her first year using Reading Apprenticeship approaches with her students, Lisa Krebs, a grade 10 English teacher, put it this way: It's interesting, all the benefits of reading. You never really connect ...
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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
By Ruth Schoenbach, Cynthia Greenleaf, Lynn MurphyP. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement.
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Reading for Understanding: Toward an R&D Program in Reading Comprehension
By Catherine SnowResearch documenting that a knowledge of linguistic discourse is an important source of individual differences in reading comprehension has a long history (Just & Carpenter, 1987; Mandler & Johnson, 1977; Stein & Glenn, ...
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Reading for Understanding: An Empirical Contribution to the Metacognition of Reading Comprehension
By Ulla-Britt PerssonA book-length study described the metacognitive components of good and poor reading ability, with special reference to comprehension. Subjects were 53 Swedish students in grade 5 or 8 and were...
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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
By Ruth Schoenbach, Cynthia Greenleaf, Lynn MurphyImprove student outcomes in reading and literacy with the latest edition of this bestselling text The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and ...
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Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms
By Ruth Schoenbach, Cynthia Greenleaf, Lynn Murphy... UP 7.2 Decisions that Keep Students in Control of Their Learning As a way of surfacing students ' schema , many ... confusion . Will has an internalized " flow chart " ( see Box 7.3 ) that he uses in respond- ing to students , and it ...