According to the traditional view, meaning presents itself under the form of some kind of identity. To give the meaning of a sentence amounts to being capable of producing some substitute based on the identity of the terms of the sentence. Is then the meaning of a book, or of any text, the capacity of rewriting it? Instead of retaining a double-standard theory of meaning, one for sentences and another for texts, that would allow for an ad hoc gap, the author provides a unified conception, called the question view of language he has developed, known as problematology. He pursues a systematic analysis of questioning in literature and shows how questioning makes the understanding process possible.

Ten years since her first edition, author Debbie Miller returns with Reading with Meaning, Second Edition: Teaching Comprehension in the Primary Grades to share her new thinking about reading comprehension strategy instruction, the gradual release of responsibility instructional model, and planning for student engagement and independence.Reading with Meaning , Second Edition delves into strategy and how intentional teaching and guided practice can provide each child a full year of growth during their classroom year. New in this edition are lesson planning documents for each chapter that include guiding questions, learning targets, and summative assessments, as well as new book title recommendations and updated FAQ's from the first edition.Also included are strategic lessons for inferring, determining the importance in each text, and synthesizing information. Teachers can help students make their thinking visible through oral, written, artistic, and dramatic responses and provide examples on how to connect what they read to their own lives.In this book, Miller reflects on her professional experiences and judgement along withcurrent research in the field. She provides a guide for any teacher hoping to build student relationships and develop lifelong independent learners.

Creating Meaning is a new academic prepartion book which integrates reading and writing. Students learn important reading strategies and the readings act as models and springboards for writing. Each chapter is built around a high-interest topic that has an academic focus, and will prepare the student for reading and writing in the academic world.

According to the traditional view, meaning presents itself under the form of some kind of identity. To give the meaning of a sentence amounts to being capable of producing some substitute based on the identity of the terms of the sentence. Is then the meaning of a book, or of any text, the capacity of rewriting it? Instead of retaining a double-standard theory of meaning, one for sentences and another for texts, that would allow for an ad hoc gap, the author provides a unified conception, called the question view of language he has developed, known as problematology. He pursues a systematic analysis of questioning in literature and shows how questioning makes the understanding process possible.

When you and your colleagues want to explore more ways to help students understand what they read, make inferences, and support their thinking with evidence, this book is your ideal tool.

Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. Following an introduction by the editors, essays in the book are as follows: (1) "The Mind in Action: What It Means to Comprehend during Reading" (Paul van den Broeck and Kathleen E. Kremer); (2) "Comprehension Instruction in Elementary School: A Quarter-Century of Research Progress" (Michael Pressley); (3) "Explicit and Implicit Instruction in Comprehension" (Janice A. Dole); (4) "Balancing Literature and Instruction: Lessons from the Book Club Project" (Taffy E. Raphael); (5) "Building Student Capacity to Work Productively during Peer-Assisted Reading Activities" (Lynn S. Fuchs and Douglas Fuchs); (6) "A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program" (Michael F. Graves); (7) "Classroom Talk about Texts: Is It Dear, Cheap, or a Bargain at Any Price?" (Donna E. Alvermann); (8) "Literacy Lessons Derived from the Instruction of Six Latina/Latino Teachers" (Robert T. Jimenez); and (9) "Beyond Balance: Goal Awareness, Developmental Progressions, Tailoring to the Context, and Supports for Teachers in Ideal Reading and Literacy Programs" (Jere Brophy). (NKA)

Presenting a proven, step-by-step approach to improving reading comprehension, this powerful book provides classroom-ready tools and applications for a wide variety of ages and subjects.

Drama and Reading for Meaning Ages 4-11 contains over 40 creative drama ideas to help develop reading for meaning in the primary school. The wide range of clearly explained, structured and engaging drama activities will appeal to all primary practitioners who wish to develop more creative approaches to the teaching of reading. The activities show how drama can develop some of the skills associated with reading for meaning such as empathising with characters’ feelings, exploring settings and themes and making inferences based on evidence. The step-by-step activities range from familiar classroom drama strategies such as freeze-frames and hot-seating to less well-known approaches involving whole class drama experiences. The book also serves as an introduction to using drama as a learning medium, with advice on how to set the ground rules and clear explanations of the drama strategies. Each chapter has a detailed explanation of what to do, followed by a number of examples linked to quality texts, including poetry and non-fiction. From bringing books to life in reception and Years 1 and 2, to peeling back the layers of meanings in Years 3 to 6, all the drama activities in this book are designed to improve reading for meaning and help motivate children to read for pleasure, making this an essential resource for all primary settings.