Category: Part II

3: Attending to Text Structures

Readers can learn a great deal from the content of a text. Students reading about the Constitutional Convention can learn about the important role that George Washington played in moving the new nation forward or that Thomas Jefferson, who wrote the early drafts of the Declaration of Independence, did not attend the Constitutional Convention.  However, […]

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7: Noting Word-Level Cues

Mature readers rely on a variety of strategies to read words (Ehri, 1995; Ehri & McCormick, 2004).  Experienced readers recognize most words on sight having approached them through various other channels such as decoding or word roots and affixes.  Dechant (1991) characterizes this process of recognizing words on sight as instant recognition.  Less experienced readers […]

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8: Making Inferences

Inferences are close cognitive cousins of predictions.  In each, thinkers are required to identify relevant attributes of one or more concepts and connect those attributes with other concepts.  Teachers reading this book will probably recognize asking students to respond to questions only to find that they have copied passages from the text, word-for-word.  Students who […]

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