81. Make Reading First - Children's Literacy Publications Help with reading comprehension and fluency. Includes 300 words children need to know and testing help. Books The New Book of Knowledge, Parts of Everyday Things, Family Learning Time, and Helping Your Child Become A Better Reader. http://www.makereadingfirst.com/

MakeReadingFirst.com - Home of Children's Literacy Publications Janet Doolin offers help with reading comprehension, vocabulary development, fluency, reading with infants - toddlers - school age children, helping the struggling reader, 300 words children need to know, testing help, and much more. Books: The New Book of Knowledge Parts of Everyday Things Family Learning Time , and Helping Your Child Become A Better Reader were created by Janet Caruthers Doolin, Ed. S., a reading specialist with over 24 years teaching experience. They focus on vocabulary development and building background knowledge to improve both reading and writing. The New Book of Knowledge "I have been using the New Book of Knowledge since the first of September with my pupils in school. The children themselves are so proud to be able to name all the parts of a bicycle or a horse. I have banned the use of the word thing , and now, what were things on the 1st of Sept., are now hinges or spokes or stems ." - Marie Leavy (teacher in Carna Village, Connemara, County Galway, Ireland) Written by a teacher for (but not limited to) teachers.

82. Mrs. Dowling's Reading Comprehension Skills Corner Mrs. Dowling s reading comprehension Skills Corner. rule Practice reading comprehension Exercises. Title of Practice Quiz. Comprehension Practice http://www.dowlingcentral.com/MrsD/area/readingcomp/readingcomp.html

Mrs. Dowling's Reading Comprehension Skills Corner Home Areas of Study Quizzes and Exercises Reading Skills Test ... Graphic Organizers Each of the following contains a lesson and exercises cause and effect comparison and contrast fact vs. opinion inferences main idea slanted writing time order word choices Practice Reading Comprehension Exercises Title of Practice Quiz Comprehension Practice Choose TIMED if you want to limit the amount of time that the reading is on the screen. Choose UNTIMED, if you want the reading to remain on the screen as you answer the questions. Choose Cloze to take a fill-in-the-blank quiz. Main Idea Why the War? Timed Untimed Cloze Let the Robots do It! Timed Untimed Cloze Recognizing Details Windsor Castle Timed Untimed Cloze Ready to Blow! Timed Untimed Cloze Sequencing Which Way Did He Go? Timed Untimed We Helped the Cubans Timed Untimed Predicting Outcomes Beware of the Eye Timed Untimed Kim's Big Decision Timed Untimed Character Analysis Martha's Madness Timed Untimed Tough Tyler Timed Untimed Cause and Effect Appreciate All People Timed Untimed Our Endangered National Bird Timed Untimed Similarities and Differences President or Queen?

83. LSAT Reading Comprehension The answers to the questions in the LSAT reading comprehension passages are found not in what Read all the comprehension passages slowly and carefully. http://www.gate.net/~tutor/reading.html

LSAT Reading Comprehension Initial Observation The LSAT is a very sophisticated test. The Ivy League law schools need to make differentiations among applicants in the 99% range. Therefore the answers to very difficult questions must rely on some meaningful distinctions grounded in the applicant's knowledge, in logic, or the applicant's ability to draw inferences. Finding the Answers in the Passage The answers to the questions in the LSAT Reading Comprehension passages are found not in what the passage STATES, but in what is IMPLIED. This differentiates them from passages on other tests, such as the SAT, ACT, etc. The consequences are that some of the techniques useful on other tests may be less so on the LSAT: Reading the questions before reading the passage. If the answers will not be immediately apparent on a first normal reading, carrying unanswered questions in short-term memory may just serve to confuse, without other benefit. Underlining and circling key words when reading, while useful for easier questions, will have less effect because the answers are not in WORDS but in their IMPLICATIONS. When questions refer to lines in the passage, the answers are usually not found at the reference but likely 10 or 15 lines earlier, connected to the reference by an antecedent pronoun or other subtle link.

84. English To Go Offers classes in vocabulary development, grammar and reading comprehension and conversation in preparation for the official TOEIC exam. Includes course descriptions, fees, and instructor profiles. http://www.kilima-english-to-go.com/

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85. Building Reading Comprehension: Suggested References Try out 30 FREE from Reading AZ. Building reading comprehension Skills. in Beginning and Fluent Readers. Strategies for Developing Higher Level Thinking http://www.literacyconnections.com/ComprehensionHome.html

Home Resources Tutoring Tips ESL - ESOL - EFL ... Contact Us 1,200 Downloadable Books Try out 30 FREE from Reading A-Z Building Reading Comprehension Skills in Beginning and Fluent Readers Strategies for Developing Higher Level Thinking Pam Schiller on how to use the principles of Bloom's Taxonomy to improve reading comprehension. Readers' Theater As students "act out" a story, the depth of their understanding improves. Recommended Teachers' Resources The latest references in the exciting field of teaching good reading comprehension. Building Receptive and Expressive Language Ability Oral language and written language skills interact with each other to build fluent, interactive reading. These activites can build children's vocabulary, increase their communication skills and prepare them to adapt what they know about oral language as they explore written language. Fingerplays As children combine these chants and songs with actions, they establish firm links between language, its use, and its meaning.

86. Reading Quiz reading comprehension quiz. (adapted from a test developed by Dr Alaistair Allan) *Select answer*, reading books, epistolography, drawing, speechmaking http://www.cityu.edu.hk/elc/quiz/reading1.htm

Reading comprehension quiz (adapted from a test developed by Dr Alaistair Allan) Instructions This exercise contains vocabulary that you may never have seen before. However, it is still possible to answer the questions successfully byusing skills and initiatives. Each question has four choices. Only ONE is correct for each question.Decide what you think is the correct choice for each question. 1. The doctor who discovered the cause of leprosy was Hansen. This horrifying disease which has ruined the lives of thousands of people is sometimes known as *Select answer* Dr Joseph Lister's Disease Schweitzer's Complaint Dr Elizabeth Blackwell's Syndrome Hansen's Disease 2. Mr Brown's dismissal caused the union's Grievance Committee to *Select answer* complaint protest angry dismiss 3. Charles Dickens' book "Hard Times" is about *Select answer* international finance in the modern world life in the twentieth century the adventures of a strong man the difficult life of a factory worker 4. This connoisseur does not collect objects like these because they

87. Teaching Tips: Reading Comprehension Strategies | EThemes | EMINTS These sites offer various strategies to improve reading comprehension for students at all grade levels. Includes many online stories and questions to test http://www.emints.org/ethemes/resources/S00000737.shtml

About eMINTS Communities Equipment eThemes ... eThemes Teaching Tips: Reading Comprehension Strategies Contact eThemes@emints.org if you have questions or comments about this resource. Printer-friendly version Please preview all links before sharing in class with students. Title: Teaching Tips: Reading Comprehension Strategies Description: These sites offer various strategies to improve reading comprehension for students at all grade levels. Includes many online stories and questions to test reading comprehension. There is a reading comprehension inventory and research articles on this topic. Many pages can be printed out and used in the classroom. Some of the tips include KWL charts, story maps, word maps, and story pyramids. There are also links to eThemes Resources on graphic organizers, guided reading, and literature circles. Grade Level: Resource Links: eThemes Resource: Teaching Tips: Graphic Organizers These sites have printable and interactive graphic organizers to be used in the classroom. Includes KWL charts, webs, clusters, timelines, outlines, fish diagrams, story maps, comparing charts, cause and effect charts, and more. Some sites explain how and why to use graphic organizers in the classroom. eThemes Resource: Teaching Tips: Literature Circles These sites explain the benefits of using literature circles to have students discuss books. Includes tips and handouts on how to organize the groups, how to lead discussions, and how to assess student participation. Learn about the different student roles and their discussion duties. There is a link to an eThemes Resource on guided reading.

88. Strategic Processing Of Text: Improving Reading Comprehension For Students With While 20 years ago research on the reading comprehension problems of students with MULTIPASS A learning strategy for improving reading comprehension. http://ericec.org/digests/e599.html

Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities The ERIC Clearinghouse on Disabilities and Gifted Education (ERIC EC) The Council for Exceptional Children 1110 N. Glebe Rd. Arlington, VA 22201-5704 Toll Free: 1.800.328.0272 E-mail: ericec@cec.sped.org Internet: http://ericec.org ERIC/OSEP Digest #E599 Author: Joanna P. Williams November 2000 While 20 years ago research on the reading comprehension problems of students with learning disabilities focused on difficulties with decoding text, researchers today view such problems as arising from difficulties across a wide range of language and thinking activities (Swanson and Hoskyn, 1998). They recognize that some students have mastered the mechanics of reading but still have comprehension problems. This type of problem may not be evident until the higher grades when comprehension challenges increase. Although students with learning disabilities may have the ability to process information, they do so with great inefficiency. It is not atypical for students with learning disabilities to be unaware of basic strategies that good readers use as a matter of course, such as re-reading passages they don't understand. These are difficulties of strategic processing and metacognition (Gersten, Williams, Fuchs and Baker, 1998). Strategic processing is the ability to control and manage one's own cognitive activities in a reflective, purposeful fashion, and involves metacognition, the ability to evaluate whether one is performing successfully. Research shows that instruction can improve students' strategic processing of text. This digest summarizes relevant research and promising practices in the strategic processing of text, focusing first on the strategic processing of narrative and then expository text.

89. ¤ÇÒÁà¢éÒã¨ã¹¡ÒÃÍèÒ¹ (Reading Comprehension) reading comprehension examination. http://www.thaiall.com/quizr/

90. District 186: Reading Comprehension reading comprehension. We all know that the goal of reading is to comprehend/understand the text. In the past, educators believed that if children were http://www.springfield.k12.il.us/resources/languagearts/readingwriting/readcomp.

Reading Workshop Writing Workshop Word Knowledge Reading Workshop Reading is a Strategic Thinking Process Reading Comprehension We all know that the goal of reading is to comprehend/understand the text. In the past, educators believed that if children were taught to decode, understanding the text would flow naturally. If only it were that easy! Proficient readers are strategic thinkers. They use what they already know and what the text says to construct meaning. Isabel Beck defines constructing meaning as "being able to explain information, connect it to previous knowledge, and use that information." Comprehension involves decoding, but it's much more! Click below to see practical steps in teaching these comprehension strategies. Making Connections Questioning Inferring Determining Importance ... Synthesizing

91. Reading Comprehension: Making Connections We know that knowledge about a reading topic helps to improve comprehension. Proficient readers use background knowledge to enhance their understanding. http://www.springfield.k12.il.us/resources/languagearts/readingwriting/connectio

Reading Workshop Writing Workshop Word Knowledge Reading Workshop Reading is a Strategic Thinking Process MAKING CONNECTIONS Making Connections: A Bridge from the Known to the New We know that knowledge about a reading topic helps to improve comprehension. Proficient readers use background knowledge to enhance their understanding. They use this background knowledge to connect to text in several ways. They use: Text to Self Connections: Students use information from their own lives. T-S Text to Text Connections: Students use knowledge of other selections they have read. T-T Text to World Connection: Students use their world knowledge. T-W Teachers can teach the strategy of making connections within a balanced literacy framework. Click each of the links to watch a video and learn more about teaching this strategy in each component of a balanced framework. Demonstration Shared Guided Independent Continuing Your Study of Making Connections Throughout the next few weeks, many different types of lessons are presented that help students learn to use the strategy of making connections. Lessons progress from text-to-self connections to text-to-text (T-T) and text-to-world (T-W) connections. Professional Resources: Mosiac of Thought, Chapter 4 - Ellin Keene and Susan Zimmerman

92. Akgün - A Fun Reading Comprehension Activity (I-TESL-J) An online web article published as part of The Internet TESL Journal. http://iteslj.org/Lessons/Akgun-ReadingComp.html

The Internet TESL Journal A Fun Reading Comprehension Activity Mehmet Ali Akgün makgun [at] indiana.edu Many EFL teachers are familiar with the type of reading comprehension exercise in which students are required to read the passage and then answer a set of multiple-choice questions. No matter how hard you may try to make this type of reading fun and comprehensible to the learners by brainstorming activities or drawing flowers on the board, you know that, after a while, you may end up with a boring reading class in which your students are not 'reading for comprehension', not 'enjoying themselves', not 'learning new words in context', not 'practicing their grammar', and not 'involved in a communicative and interactive learning activity'. Does all of this sound familiar. If so, you can achieve all of the above and maybe more with this very simple, easy-to-prepare activity. Preparation Find an interesting text, which you think may appeal to most of your students such as a joke from a magazine, a brochure about Disneyland, or anything that is colorful and fun. Then, type that passage on a page using large margins so that the text itself is not spread from one end to the other but rather it is squeezed up into a thin column. Make enough copies to go around and then grab a pair of scissors as you go to class.

93. All About Reading: 6 Ways To Improve Reading Comprehension Help your child retain what he reads – a crucial skill, especially as he gets older and needs to glean important information from textbooks. http://www.scholastic.com/familymatters/read/gr3_5/qc_readingcomp.htm

Scholastic Home About Us Site Map Search ... Customer Service Get Your Free Parent Newsletter Sign Up Now Families Home Your Early Learner ... ALL ABOUT READING Shop by Age Birth-2 Specialty Shops Best-Selling Books Teacher Recommended What Kids Love Humor Reading Corner Shop by Department Books Software 6 Ways to Improve Reading Comprehension Have him read aloud. This forces him to go slower, which gives him more time to process what he reads. Plus, he's not only seeing the words, he's hearing them, too. You can also take turns reading aloud. Provide the right kinds of books. Make sure your child gets lots of practice reading books that aren't too hard. She should recognize at least 90 percent of the words without any help. Stopping any more often than that to figure out a word makes it tough for her to focus on the overall meaning of the story. Reread to build fluency. Talk to the teacher. Supplement class reading. If your child's class is studying a particular theme, look for easy-to-read books or magazines on the topic. Some prior knowledge will help her make her way through tougher classroom texts. Talk about what he's reading.

94. SchwabLearning.org - Reading Comprehension — Research Informs Us reading comprehension Instruction for Students with Learning Disabilities As a parent, what should you know about reading comprehension to help your http://www.schwablearning.org/articles.asp?r=499&g=1

95. Reading Strategies To improve your reading comprehension, use the following 3step process. I. PREVIEW. · Preview the textbook by looking through the table of contents to see http://www.uic.edu/depts/counselctr/ace/reading.htm

READING COMPREHENSION To improve your reading comprehension, use the following 3-step process: I. PREVIEW Preview the textbook by looking through the table of contents to see how the concepts are organized. Also, look for any study aids, such as a glossary, answer key, questions at the end of the chapters, etc. Preview the chapter by spending 5-10 minutes scanning the following: headings, diagrams, charts, terms in bold, questions at the end, summary, etc. Think about what you already know concerning the topics in the chapter. A preview can help build your interest and focus in the text, much as a movie preview builds interest in a movie. II. ACTIVE READING HOW TO READ: Think of the paragraph or the section (3 or 4 paragraphs under a heading) as your unit of meaning . Do not reread when you are confused about a word or sentence; read on. The next sentence will often clarify the meaning. If you are still confused at the end of a section or paragraph, stop at that point to reread or to look up important, unfamiliar words. For a science or technical book, think of the charts and diagrams as the heart of the text

96. COE > Reports > 2003 >Effective Practices For Developing Reading Comprehension Much work on the process of reading comprehension has been grounded in studies of good readers. Therefore, Duke and Pearson begin by presenting the http://ed-web3.educ.msu.edu/reports/ed-researchrep/03/march_03_3.htm

COE Home College Programs Research ... Search Educational Research Reports 2003 Effective Practices for Developing Reading Comprehension March 15 The Article With a litany of proven literacy practices focusing on reading comprehension, educators can become overwhelmed deciding which ones to put into practice. In this book chapter, Assistant Professor Nell K. Duke and her colleague, P. David Pearson, dean of the School of Education at University of California, Berkeley, describe some research-proven instructional techniques for helping students acquire productive literacy comprehension skills and strategies. Teaching individual strategies or what they call “collections” or “packages” of strategies can help students become solid in comprehending many kinds of text. Discussion What It Means To You What types of strategies do teachers in your district use to promote comprehension in literacy lessons? Do teachers explicitly teach comprehension strategies? How much of the class time is allocated to reading, writing and discussion of text? For More Information College of Education MSU Contact Us

97. Reading Comprehension Test Free Online Speed reading comprehension Test. Measure your comprehension rate after the Speed Reading test online. http://www.readingsoft.com/quiz.html

Reading Comprehension Test Speed Reading Test FReader Testimonials Security ... FAQ Online Speed Reading Comprehension test ReadingSoft . com I f You haven't done the speed reading test yet, please click here and don't start reading this quiz. F or a better score, answer in harmony with contents of the previous speed reading test article. Y our own knowledge or opinion may somehow differ from the facts and numbers provided. T o answer, click the corresponding radio button. A Gift to Make Gifted Quiz Q1. Compared to average reader, the accomplished reader reads with? A higher speed and worse reading comprehension B higher speed and better reading comprehension C higher speed and same reading comprehension Q2. Readers reading above 1000 wpm? A Are average readers B Are the majority of readers C Are the 1 % minority Q3. The average reading speed is around? A 120 wpm B 150 wpm C 200 wpm Q4. The average reader comprehension is around? A B C Q5. A sprinter running as the average reader reads, runs 100m in? A 10 seconds (near record time) B 35 seconds (jogging) C 70 seconds (walking speed) Q6. Which is the most effective way to acquire knowledge from information?

98. The Standards Site: Understanding Reading Comprehension Rightclick to download Strategies to develop reading comprehension (PDF 556Kb) Right-click to download Further strategies to develop reading http://www.standards.dfes.gov.uk/primary/publications/literacy/1162245/

Standards Site areas: Pick an area Academies Advanced Skills Teachers Beacon Schools Ethnic Minorities Excellence in Cities Federations Forums Freedoms and Flexibilities Gender and Achievement Gifted and Talented Homework Innovation Unit Key Stage 3 Leading Edge Learning Mentors Literacy Local Authorities NTRP Numeracy Parental Involvement Personalised Learning Primary Strategy Pupil Achievement Tracker Research Rose Review Schemes of Work School Diversity School Improvement SIE Specialist Schools Study Support Target Setting Thinking Skills Training Schools Search the Standards Site: Your path: Standards Site Home Primary National Strategy Publications Literacy Understanding reading comprehension @import "/primary/enhanced.css"; About Newsletter Contact Primary Map Or use the Search Wizard Home Publications Teaching Resources ... Mathematics View other publications Subject/Issue Behaviour and Attendance Pilot Embedding ICT Foundation Stage Inclusion Intensifying Support Programme Primary Strategy Learning Networks Learning and teaching Literacy Mathematics Primary Leadership Programme Audience Coordinators EAL teachers EMAG teachers Foundation Stage practitioners Governors Heads and deputies ITT tutors and mentors Key Stage 1 teachers Key Stage 2 teachers Key stage 3 teachers Leading teachers Local authority advisors Middle school teachers Overseas and returnee teachers Parents Secondary headteachers Supply teachers Teachers in special schools Teaching assistants Trainees and NQTs All Publisher DfES Publications Centre QCA Orderline Oxford University Press Primary website only

99. Learning Disabilities OnLine: LD In-Depth: Strategy Instruction For Increasing R Strategy Instruction For Increasing reading comprehension. Edwin S. Ellis reprinted with permission Teaching Adolescents with Learning Disabilities http://www.ldonline.org/ld_indepth/teaching_techniques/ellis_readingcomp.html

The leading Web site on learning disabilities for parents, teachers, and other professionals Home Page FAQs About LD IDEA 2004 Update What's New ... LD OnLine Store Strategy Instruction For Increasing Reading Comprehension Edwin S. Ellis reprinted with permission Teaching Adolescents with Learning Disabilities Second Edition T STAGE 1: PRETEST To pretest the student, teachers collect two types of information in the form of permanent products: product measures and process measures. Product measures concern the actual level of the student's comprehension of specific reading passages. Thus, product measures are attained by evaluating the student's comprehension of main ideas and details presented in the previously read passage. A rough estimate of comprehension can be attained by having students respond to a set of written comprehension questions that address the content read by the student. Process measures concern how well students are able to follow the strategic process to be taught. Process measures of paraphrasing ability are determined in part by evaluating students' verbalizations about each paragraph in relation to performance criteria. The performance criteria for evaluating students' paraphrases developed by Schumaker, Deshler, and Denton (1984) are: Must be in the student's own words Must contain only one main idea per paragraph Must contain two details Information in paraphrase is meaningful Complete sentence Information is new

100. Library: Improving Comprehension - 10 Research Based Principles Improving the reading comprehension of America s Children 10 ResearchBased Principles. We would like to hear your comments regarding these 10 principles. http://www.ciera.org/library/instresrc/compprinciples/

Improving the Reading Comprehension of America's Children 10 Research-Based Principles We would like to hear your comments regarding these 10 principles. Please let us know your opinion by discussing it in the CIERA forum here . If you do not already have a forum account please request one here Download these principles in Adobe Acrobat format by clicking here . (HTML version below) (Having trouble downloading, printing, or viewing these files? If so, click here Improving the Reading Comprehension of America's Children: 10 Research-Based Principles The purpose of reading is comprehension. How do we teach children to comprehend more difficult and varied texts? Until recently, we had few answers. But research from recent decades has provided a general outline of how to effectively teach reading comprehension. 1. Effective comprehension instruction requires purposeful and explicit teaching. Effective teachers of reading are clear about their purposes. They know what they are trying to help a child achieve and how to accomplish their goal. They provide scaffolded instruction in research-tested strategies (predicting, thinking aloud, attending to text structure, constructing visual representations, generating questions and summarizing). Scaffolded instruction includes explicit explanation and modeling of a strategy, discussion of why and when it is useful, and coaching in how to apply it to novel texts. 2. Effective reading instruction requires classroom interactions that support the understanding of specific texts.

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