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  <titleInfo>
    <title>Teaching reading comprehension processes</title>
  </titleInfo>
  <name type="personal">
    <namePart>Irwin, Judith Westphal.</namePart>
    <role>
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  <typeOfResource>text</typeOfResource>
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    <place>
      <placeTerm type="text">Boston, MA</placeTerm>
    </place>
    <publisher>Pearson Allyn and Bacon</publisher>
    <dateIssued>c2007</dateIssued>
    <dateIssued encoding="marc">2007</dateIssued>
    <edition>3rd ed.</edition>
    <issuance>monographic</issuance>
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  <language>
    <languageTerm authority="iso639-2b" type="code">eng</languageTerm>
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  <physicalDescription>
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    <extent>xv, 218 p. : ill. ; 24 cm.</extent>
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  <tableOfContents>Comprehension process: an overview --  Comprehension process teaching --  Research-based socio-cultural teaching practices --  Meaningful and authentic reading activities --  Amount of reading --  Discussions --  Process instruction --  Writing for comprehension --  Questions on content (meaning) and process (making) --  Culturally responsive and relevant teaching --  Instructional methods --  Understanding and connecting sentences --  Comprehending sentences --  Chunking --  Selecting details --  Anaphora --  Connectives --  Slot-filling inferences --  Local versus global connections --  Understanding the whole --  Story grammars --  Organizational patterns in expository materials --  Selecting important information in nonfiction materials --  Summarizing --  Elaborating --  Prediction --  Other prior-knowledge elaborations --  Mental imagery --  Visual literacy --  Affective and aesthetic response --  Higher-level thinking --  Critical literacy --  Metacognition: selecting, evaluating and regulating strategies --  Adjusting strategies according to context --  Comprehension monitoring --  Reading for remembering: studying --  Computer literacy --  Reader contexts: who is reading? --  Prior knowledge --  Motivation --  Cultural differences --  Text contexts: what is being read? --  Readability --  Matching students with materials --  Bias in school reading material --  Situational contexts: why, when and where are they reading? --  The comprehension task --  Social context --  Integrating assessment and instruction --  Standardized tests of comprehension ability --  Multicontext assessment --  Assessment of retelling --  Thinking aloud --  Portfolio assessment --  Prescriptive teaching examples --  Outer context.</tableOfContents>
  <note type="statement of responsibility">Judith Westphal Irwin.</note>
  <note>Incluye referencias bibliográficas e índice.</note>
  <subject>
    <topic>Primera Jornada de Catalogacion</topic>
  </subject>
  <subject>
    <topic>Lectura rápida</topic>
    <topic>Enseñanza</topic>
  </subject>
  <subject>
    <topic>Lectura rápida</topic>
    <topic>Ejercicio</topic>
  </subject>
  <subject>
    <topic>Facilidad de lectura</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Reading comprehension</topic>
  </subject>
  <subject authority="lcsh">
    <topic>Reading</topic>
  </subject>
  <classification authority="lcc">LB 1050.45 I65t 2007</classification>
  <classification authority="ddc">428.43</classification>
  <identifier type="isbn">0205453759 (pbk.)</identifier>
  <identifier type="isbn">9780205453757</identifier>
  <identifier type="lccn">2006040725</identifier>
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