Figures
- Figure i.1: A framework for reading comprehension instruction.
- Figure 1.1: Student graphic organizer
- Figure 1.2: Sample student letter
- Figure 1.3: Constrained and unconstrained skills in reading comprehension
- Figure 2.1: The strands of skilled reading
- Figure 2.2: Types of knowledge and their functions
- Figure 2.3: Components of phonological awareness
- Figure 2.4: Levels of phonological awareness
- Figure 2.5: Common onset and rime structures
- Figure 2.6: Types of phonics instruction
- Figure 2.7: Considerations for teaching phonics
- Figure 2.8: National Assessment of Educational Progress Fluency Scale
- Figure 2.9: Oral reading fluency norms
- Figure 2.10: Types of vocabulary
- Figure 2.11: A decision-making model for selected targeted vocabulary words and phrases
- Figure 2.12: Four pragmatic principles for enhancing vocabulary instruction
- Figure 2.13: Cognitive and metacognitive processes for comprehending texts
- Figure 2.14: Worm’s eye view graphic novel
- Figure 3.1: The learning river
- Figure 3.2: Flow as the relationship between challenge and skill
- Figure 3.3: Comparing quantity and quality of student response in two types of discussions
- Figure 3.4: Reciprocal teaching note-taking guide
- Figure 3.5: The reciprocal relationship among social skills, vocabulary, and reading comprehension
- Figure 3.6: Language frames for text-based discussions
- Figure 3.7: Text rendering experience protocol
- Figure 3.8: Book list for “Does Gender Matter?” unit of study
- Figure 3.9: Book awards lists for locating quality literature
- Figure 3.10: Reader Interview
- Figure 4.1: Questions for teaching an equity model of literacy learning
- Figure 4.2: Contrasting critical thinking and critical literacy
- Figure 4.3: Observation checklist for questioning the commonplace in text
- Figure 4.4: Observation checklist for considering the author’s role in text
- Figure 4.5: Observation checklist for seeking other perspectives through text
- Figure 4.6: Assessing creativity
- Figure 4.7: Think-outside-the-box questions
- Figure 5.1: Summary of quantitative text measures
- Figure 5.2: Qualitative scale of literary texts
- Figure 5.3: Qualitative scale of informational texts
- Figure 5.4: Freytag’s pyramid
- Figure 5.5: Common text features and graphic elements and their functions
- Figure 5.6: Digital device use during language arts and NAEP 2019 reading scores
- Figure 5.7: Teacher moves to foster accountable talk
- Figure 5.8: A framework for gradual release of responsibility