Previous ed. published: N.Y.: Pearson Longman, 2003; More reading power / Beatrice S. Mikulecky, 2nd ed.

Ten years ago, Reading Power was launched in an elementary school in Vancouver. It has since evolved into a recognized approach to comprehension instruction being implemented across Canada, in the United States, United Kingdom, Sweden, and China. This ground-breaking approach showed teachers how to help students think while they read — connect, question, visualize, infer, and transform. Since the publication of the first edition of Reading Power, Adrienne Gear has continued to reflect on and refine her ideas about metacognition, comprehension instruction, and the Reading Power strategies. This revised and expanded edition shares these new understandings, and offers teachers new ideas, new lessons, and, of course, new anchor books to support the Reading Power principles. An ideal resource for teachers familiar to this strategic approach to teaching reading, or for those looking for new ways to connect thinking with reading.

This updated second edition provides a comprehensive overview of research into reading, and how this can be applied in practice.

Weaving together the latest knowledge and best practices for teaching children to read, this indispensable text and professional resource provides a complete guide to differentiated instruction for diverse learners. Uniquely integrative, the book places the needs of English language learners and students with disabilities front and center instead of treating them as special topics. Accessible chapters on each of the core components of literacy clearly demonstrate how to link formal and informal assessment to evidence-based instruction. Special features include Research Briefs, Tech Tips, Internet Resources, Reflection and Action Questions, and dozens of reproducible student activities and assessment tools.

Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.