Building Comprehension in Every Classroom

Rachel Brown, PhD, is Associate Professor in the Reading and Language Arts Center at Syracuse University, where she teaches graduate courses in literacy education and is affiliated with the undergraduate and graduate elementary teacher education programs. Previously she worked as a middle school learning specialist in the American School in London. Dr. Brown is a recipient of a Graduate Teaching Recognition Award from Syracuse University and an Elva Knight Research Grant from the International Reading Association. Her research and publications focus on elementary and middle school literacy instruction, with specific interests in comprehension strategies instruction, self-regulated learning, teacher professional development, and technology and literacy. Peter Dewitz, PhD, is Professor of Education at Mary Baldwin College. Formerly he taught at California State University, Los Angeles; the University of Toledo; and the University of Virginia. Dr. Dewitz is also a researcher and staff developer who has worked with many public schools to help them improve their reading comprehension instruction. His staff development work spans many states, school districts, and countries. Prior to becoming a professor, he taught fifth and sixth grade in Los Angeles. Dr. Dewitz has written three previous books and over 40 articles on reading instruction and reading programs.

Foreword, Nell K. Duke
1. What Does Good Comprehension Look Like? 2. Beyond the Reader: Texts and Contexts of Comprehension 3. Teaching Comprehension 4. Assessment 5. Planning Comprehension Instruction in a Literature-Based Framework 6. Teaching Reading Comprehension with Literature 7. Planning Comprehension Instruction in an Inquiry Framework 8. Teaching Reading Comprehension with Informational Texts 9. Planning Comprehension Instruction in a Basal Program Framework 10. Teaching Reading Comprehension with a Basal Reading Program 11. Conclusion: What We Hoped You Have Learned