The Landscape of Expository Comprehension
Edition: 1
Copyright: 2023
Pages: 182
Edition: 1
Copyright: 2023
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The Landscape of Expository Comprehension: Teaching Non-Fiction Text Processing focuses on facilitating instruction from the viewpoint of how proficient readers think with informational text. Expository text requires a completely different set of cognitive strategies from those of narrative. You will learn a different way of thinking about text, readers, and instruction. It is not about filling holes or finding band-aids. Instead, it is about the process of becoming proficient.
Using a theory-into-practice model, Landscape first illustrates how proficient readers think with exposition and then moves the reader through steps for analyzing the comprehension roadblocks found in informational text. The second half translates those understandings into strategies and teaching methodologies designed to help student readers build increasingly proficient text-negotiation abilities as they learn how to think with text and make accurate inferences. Because it is built on a model of proficiency, this text-processing framework is effective across grade levels, genres, and disciplines, as well as with developing, struggling, or proficient readers.
Chapter 1: Introduction: The Problem with Core Content Literacy
Chapter 2: The Situation Model and Proficient Non-Fiction Comprehension
Chapter 3: Replacing the Deficit Model with the Situation Model
Chapter 4: Comprehension Roadblocks and the Situation Model
Chapter 5: The Situation Model and Text Structures
Chapter 6: Critical Questioning and the Situation Model
Chapter 7: Scaffolded Questioning: A Process for the Situation Model
Chapter 8: Contextualizing the Situation Model
Dr. Sharon L. Russell is the Reading and Literacy Program Director as well as Assistant Professor of Literacy at Ashland University, Ohio. She is also the creator, author, and founder of the Adolescent Critical Reading Intervention (ACRI) model, in use across the state of Michigan. Her BS is in elementary/early childhood education from Millersville University. She holds an M.Ed. in reading as a K-12 Reading Specialist from the Pennsylvania State University and a PhD from the University of Maryland where she designed and researched her accelerated framework for adolescent struggling readers, named as an International Reading Association Outstanding Dissertation of the Year in 2006. She also specialized in the areas of adolescent literacy, genre analysis, and content area comprehension. You can contact Dr. Russell or look at her books and intervention work at ***********.drsharonlrussell.com/.
"Dr. Russell provides evidence-based, practical tools to support middle school students, who all need focused instruction for tackling nonfiction text. I have seen student reading scores increase by more than four grade levels after applying this practice in a small group setting. Middle school students need a different approach; too many are decoder non-comprehenders for whom traditional reading instruction fails. Landscape of Expository Comprehension offers new insight and strategies for meeting the needs of our students where they are now."
Deborah Tarr, Middle School ELA, Columbus Ohio
"As a writing instructor, Dr. Russell's book has provided insight into many of the struggles my own students face and has provided me with stratagems to implement in my classroom for better reading comprehension across fields."
Joline Scott-Roller, MFA
"Russell presents a model for reading comprehension with a clarity and insight that demonstrates her practical experience and expertise in this work. She provides a thorough but concise explanation of what has been missing in teaching literacy/reading comprehension and then proposes a practical model that resolves the weaknesses of other models. Not only does she present a solution for the gaps that exist in reading comprehension, but Russell also offers practical, step by step applications of the situation model, using real-world interactions between students and teacher. A much-have for teachers of any subject and grade level!"
Heidi K. Eddy, Ph.D.
The Landscape of Expository Comprehension: Teaching Non-Fiction Text Processing focuses on facilitating instruction from the viewpoint of how proficient readers think with informational text. Expository text requires a completely different set of cognitive strategies from those of narrative. You will learn a different way of thinking about text, readers, and instruction. It is not about filling holes or finding band-aids. Instead, it is about the process of becoming proficient.
Using a theory-into-practice model, Landscape first illustrates how proficient readers think with exposition and then moves the reader through steps for analyzing the comprehension roadblocks found in informational text. The second half translates those understandings into strategies and teaching methodologies designed to help student readers build increasingly proficient text-negotiation abilities as they learn how to think with text and make accurate inferences. Because it is built on a model of proficiency, this text-processing framework is effective across grade levels, genres, and disciplines, as well as with developing, struggling, or proficient readers.
Chapter 1: Introduction: The Problem with Core Content Literacy
Chapter 2: The Situation Model and Proficient Non-Fiction Comprehension
Chapter 3: Replacing the Deficit Model with the Situation Model
Chapter 4: Comprehension Roadblocks and the Situation Model
Chapter 5: The Situation Model and Text Structures
Chapter 6: Critical Questioning and the Situation Model
Chapter 7: Scaffolded Questioning: A Process for the Situation Model
Chapter 8: Contextualizing the Situation Model
Dr. Sharon L. Russell is the Reading and Literacy Program Director as well as Assistant Professor of Literacy at Ashland University, Ohio. She is also the creator, author, and founder of the Adolescent Critical Reading Intervention (ACRI) model, in use across the state of Michigan. Her BS is in elementary/early childhood education from Millersville University. She holds an M.Ed. in reading as a K-12 Reading Specialist from the Pennsylvania State University and a PhD from the University of Maryland where she designed and researched her accelerated framework for adolescent struggling readers, named as an International Reading Association Outstanding Dissertation of the Year in 2006. She also specialized in the areas of adolescent literacy, genre analysis, and content area comprehension. You can contact Dr. Russell or look at her books and intervention work at ***********.drsharonlrussell.com/.
"Dr. Russell provides evidence-based, practical tools to support middle school students, who all need focused instruction for tackling nonfiction text. I have seen student reading scores increase by more than four grade levels after applying this practice in a small group setting. Middle school students need a different approach; too many are decoder non-comprehenders for whom traditional reading instruction fails. Landscape of Expository Comprehension offers new insight and strategies for meeting the needs of our students where they are now."
Deborah Tarr, Middle School ELA, Columbus Ohio
"As a writing instructor, Dr. Russell's book has provided insight into many of the struggles my own students face and has provided me with stratagems to implement in my classroom for better reading comprehension across fields."
Joline Scott-Roller, MFA
"Russell presents a model for reading comprehension with a clarity and insight that demonstrates her practical experience and expertise in this work. She provides a thorough but concise explanation of what has been missing in teaching literacy/reading comprehension and then proposes a practical model that resolves the weaknesses of other models. Not only does she present a solution for the gaps that exist in reading comprehension, but Russell also offers practical, step by step applications of the situation model, using real-world interactions between students and teacher. A much-have for teachers of any subject and grade level!"
Heidi K. Eddy, Ph.D.