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Good Habits, Great Readers
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Table of Contents

Table of Contents Chapter 1: Going from Good to Great Good Readers: A Collection of Evidence Skilled or Strategic Readers? Great Readers Display Habits Chapter 2: Great Readers See Themselves as Readers Taking Care of Books Choosing Books Knowing Yourself as a Reader Building Reading Stamina Chapter 3: Great Readers Make Sense of Text Summarizing and Synthesizing Asking Questions Clarifying Making Predictions Chapter 4: Great Readers Use What They Know Activating Background Knowledge Making Connections Building Vocabulary and Content Knowledge Inferencing Chapter 5: Great Readers Understand How Stories Work Understanding Story Elements Identifying and Understanding Literary Devices Understanding and Analyzing Characters Understanding and Analyzing Plot and Setting Chapter 6: Great Readers Read to Learn Setting and Monitoring Your Purpose for Reading Identifying and Using Text Features Identifying and Using Text Structures Chapter 7: Great Readers Monitor and Organize What They Read Taking Notes on Fiction Taking Notes on Nonfiction Text Self-monitoring Visualizing Chapter 8: Great Readers Are Critical Questioning the Commonplace in a Text Considering the Role of the Author Seeking Alternative Perspectives Reading Critically

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What separates a good reader from a great reader? Good habits! Respected authors Doug Fisher and Nancy Frey join Adam Berkin to present a simple plan that helps teachers move students towards higher achievement by capitalizing on seven research-driven habits of strong readers. Each habit--from "reading to learning" to thinking critically--is explained in a dedicated chapter that prepares teachers to nurture good habits in all of their students, building a classroom community of avid readers. *Great Readers See Themselves as Readers *Great Readers Make Sense of Text *Great Readers Use What They Know *Great Readers Understand How Stories Work *Great Readers Read to Learn *Great Readers Monitor and Organize What They Read *Great Readers Are Critical Responses from the Field The authors have "nailed" it as far as the chapter topics capturing important issues in comprehension development go. The order of topics is spot-on developmentally. I am in awe of the skill the authors showed in integrating and operationalizing so many of the comprehension techniques and strategies that teachers are taught all through their coursework. Barbara Pettegrew, Otterbein College I would consider this one of the best user-friendly approaches to critical literacy that I have seen. Roderick E. Winters, Winona State University About the Authors Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has co-authored several books on literacy. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs. Douglas Fisher, Ph.D., is a Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and the past Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as several books on literacy. He has taught a variety of courses in SDSU's teacher-credentialing program as well as graduate-level courses on English language development and literacy. A former early intervention specialists, language development specialist, he has also taught high school English, writing, and literacy development. Adam Berkin has spent his career in education, working in teaching, educational publishing and staff development. He holds a MEd in Elementary Education from Lesley College and MA in English from University of Chicago. Adam began his career in teaching, working in both elementary and middle schools. He also was an Adjunct Professor at Bank Street College of Education. In the last ten years, Adam has worked at several education publishing. Adam works closely with teachers, administrators and researchers to conceptualize innovative, research-based products. Adam's publications include articles in Instructor, Children's Literature in Education and Creative Classroom. He regularly presents at IRA and NCTE.

About the Author

Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has co-authored several books on literacy. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs. Douglas Fisher, Ph.D., is a Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and the past Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as several books on literacy. He has taught a variety of courses in SDSU's teacher-credentialing program as well as graduate-level courses on English language development and literacy. A former early intervention specialists, language development specialist, he has also taught high school English, writing, and literacy development. Adam Berkin has spent his career in education, working in teaching, educational publishing and staff development. He holds a MEd in Elementary Education from Lesley College and MA in English from University of Chicago. Adam began his career in teaching, working in both elementary and middle schools. He also was an Adjunct Professor at Bank Street College of Education. In the last ten years, Adam has worked at several education publishing. Adam works closely with teachers, administrators and researchers to conceptualize innovative, research-based products. Adam's publications include articles in Instructor, Children's Literature in Education and Creative Classroom. He regularly presents at IRA and NCTE.

Reviews

The authors have "nailed" it as far as the chapter topics capturing important issues in comprehension development go. The order of topics is spot-on developmentally. I am in awe of the skill the authors showed in integrating and operationalizing so many of the comprehension techniques and strategies. Barbara Pettegrew, Otterbein College I would consider this one of the best user-friendly approaches to critical literacy that I have seen. Roderick E. Winters, Winona State University

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