Now in its third edition, Teaching Reading Comprehension Processes is a comprehensive and eclectic text that encourages critical thinking and challenges readers to examine preconceived ideas about teaching comprehension. Renowned comprehension expert Judith Irwin presents an overview of the relationship among the reader, the text, and the situation, and how it affects the reading process. In light of the increasingly diverse constitution of the U.S. student body, she suggests that we view the classroom, the school, and the community as connected parts of a larger society, and offers a rich collection of studies and research from over 35 years experience  as a wonderful resource for pre-service and practicing teachers.   New features to this edition include: • Current perspectives on teaching critical literacy, media literacy, and computer literacy to highlight the importance of information conveyed through popular culture, images, and song. • Updated examples of the effect of the socio-cultural context on reading comprehension. • A wealth of practical applications combining holistic practices with cognitive teaching.

Table of Contents:
Preface   Acknowledgments   CHAPTER ONE Comprehension Processes: An Overview TRADITIONAL SUBSKILL MODELS AND METHODS COMPREHENSION PROCESSES SOCIO-CULTURAL CONTEXTS AN EXAMPLE A FINAL NOTE SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER TWO Comprehension Process Teaching RESEARCH-BASED SOCIO-CULTURAL TEACHING PRACTICES MEANINGFUL AND AUTHENTIC READING ACTIVITIES AMOUNT OF READING DISCUSSIONS PROCESS INSTRUCTION WRITING FOR COMPREHENSION QUESTIONS ON CONTENT (MEANING) AND PROCESS (MAKING) CULTURALLY RESPONSIVE AND RELEVANT TEACHING A NOTE ABOUT INSTRUCTIONAL METHODS SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER THREE Understanding and Connecting Sentences COMPREHENDING SENTENCES CHUNKING SELECTING DETAILS CONNECTING SENTENCES ANAPHORA CONNECTIVES SLOT-FILLING INFERENCES LOCAL VERSUS GLOBAL CONNECTIONS SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES SAMPLE RESOURCES FOR READERS’THEATER REFERENCES   CHAPTER FOUR Understanding the Whole STORY GRAMMARS ORGANIZATIONAL PATTERNS IN EXPOSITORY MATERIALS SELECTING IMPORTANT INFORMATION IN NONFICTION MATERIALS SUMMARIZING SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER FIVE Elaborating ELABORATIVE PROCESSES PREDICTION OTHER PRIOR-KNOWLEDGE ELABORATIONS MENTAL IMAGERY VISUAL LITERACY AFFECTIVE AND AESTHETIC RESPONSE HIGHER-LEVEL THINKING CRITICAL LITERACY FINAL CONSIDERATIONS FOR TEACHING ELABORATION SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER SIX Metacognition: Selecting, Evaluating, and Regulating Strategies ADJUSTING STRATEGIES ACCORDING TO CONTEXT COMPREHENSION MONITORING READING FOR REMEMBERING: STUDYING COMPUTER LITERACY SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES SELECTED RESOURCES FOR WEBQUESTS   CHAPTER SEVEN Reader Contexts: Who Is Reading? PRIOR KNOWLEDGE MOTIVATION CULTURAL DIFFERENCES SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER EIGHT Text Contexts: What Is Being Read? READABILITY MATCHING STUDENTS WITH MATERIALS BIAS IN SCHOOL READING MATERIALS SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER NINE Situational Contexts: Why, When, and Where Are They Reading? THE COMPREHENSION TASK THE SOCIAL CONTEXT SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   CHAPTER TEN Integrating Assessment and Instruction STANDARDIZED TESTS OF COMPREHENSION ABILITY MULTICONTEXT ASSESSMENT ASSESSMENT OF RETELLINGS THINKING ALOUD PORTFOLIO ASSESSMENT PRESCRIPTIVE TEACHING EXAMPLES A FINAL NOTE: “OUTER CONTEXT” SUMMARY SELF-CHECK TEST SUGGESTED ACTIVITIES REFERENCES   Answers to True or False Questions   Index