In a Reading State of Mind : Brain Research, Teacher Modeling, and Comprehension Instruction

Educators agree that teacher modeling is a key component of good instruction but how do you model reading comprehension? What s the best way to present new information so your students can convert it to working knowledge and usable skills?

This book DVD combination seamlessly blends current research about the brain and learning with classroom examples to show you how instructional modeling can lead to increased engagement and literacy learning. You ll learn what happens in the brain as a person reads and how to model your own thinking effectively. You also will meet a number of middle- and secondary-grade teachers who use modeling to help their students understand complex ideas. Chapters explore ways you can model comprehension and word solving strategies, as well as how to use text structures and text features to learn and retain information.

The included DVD gives you an opportunity to see teacher modeling in action in real classrooms, and the final chapter in the book serves as a professional development guide with discussion questions that correspond to segments of the DVD.

The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.

Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.

Some of the many areas we publish in include:

-Comprehension
-Response To Intervention/Struggling Readers
-Early Literacy
-Adolescent Literacy
-Assessment
-Literacy Coaching
-Research And Policy

By connecting neuroscience research to a theory of modeling as an instructional best practice for reading comprehension, the authors have created a volume that actually does what many claim to do: connect research to classroom instruction in a manner that is sensible and usable by practitioners.
--Harvard Educational Review