Applications of Reading Strategies within the Classroom

This easy-to-use and practical book offers teachers 50 content area learning strategies--each with directions, models and templates to design effective lessons that scaffold learning strategies with literacy enrichment for every child in the classroom.

This 'teacher friendly' manual provides the models and templates for teachers to use in planning lessons on effective learning strategies for students to understand content level materials. In a non-threatening manner, this text offers a concise yet complete review of the research supporting each of the strategies contained in this book so that it can be used by teachers and administrators working with federal programs such as No Child Left Behind, Reading First, Title I, ESL programs, as well as IEP, resource and challenged learners. In addition, every chapter contains a brief review of research that supports the use of strategies for each area of comprehension

50 strategies are featured in what it will undoubtly become an indispensable book for any teacher.  Proven favorites as well as new strategies which the authors have field tested in classrooms include:  Stop the Process, Heading Through a Picture Walk, T.H.I.E.V.E.S., Four Square Reciprocal Teaching, Readers' Theatre, Grasp the Headings, Partner Knowledge Rater +, and First, the Questions.

Cecilia B. Frank’s professional experiences include 30 years of teaching English, social science, special education, reading, and in-house staff development. During this time, she was a finalist of Illinois Teacher of the Year.  In addition, 25 years have been spent as a literacy consultant and adjunct professor at Northeastern Illinois, National-Louis, Aurora, and Webster universities.

Janice Grossi, M.Ed., a classroom teacher, then a Reading Specialist for over twenty years, has taught reading in grades 1-8. Jan has coauthored several articles and presently teaches graduate courses in literacy at Benedictine University.  This third generation teacher is married with three children, and her two daughters are teachers.

Dr. Dorothy Stanfield is an educational consultant in grant writing, staff development, and facilitating new ideas in teaching and learning in school districts.  Her career includes teacher, counselor, principal, assistant superintendent for curriculum and instruction, and adjunct university professor.  She has published a variety of works.