Linda Dorn and Carla Soffos describe the process of comprehension as a reflection of the mind—a window into the reader's thoughts.
In Teaching for Deep Comprehension they discuss comprehension from a socio-cognitive perspective — specifically, how teachers can use the social context of reading workshop to promote deep comprehension. The book is framed around three guiding questions:
Can comprehension be taught?
How does a model become a barrier to comprehension?
When does a tool become the reason for reading?
Contents
Foreword
Acknowledgments
Introduction
Chapter 1: Understanding Comprehension
Chapter 2: Reading for Deep Comprehension
Chapter 3: Language for Literacy Learning
Chapter 4: Teaching for Strategic Processing
Chapter 5: Understanding Language for Comprehending Texts
Chapter 6: A Workshop Approach to Literacy Learning
Chapter 7: Creating Literature Discussion Groups
Chapter 8: Designing Mini-Lessons for Deep Comprehension
Appendixes
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