How To Read Difficult Books American Federation Of Teachers
It seems obvious why textbooks are hard to read. The material is dense; there’s a lot of information packed into relatively few words. Authors often feel obligated to give you a broad, complete understanding of a topic rather than to weave an interesting story from selected details. Teachers are ready to assign a textbook, even if it’s boring; it’s seen as a regrettable but unavoidable problem. But there’s a more subtle reason that it’s hard to stay engaged when you read a textbook. To find out why, read this paragraph, one you might find in a typical high school textbook.
The Manhattan Project was the United States’ effort to produce a nuclear weapon, and it was the largest construction enterprise in the history of science. Because of its sensitive nature, a massive effort was made to keep the project secret. Famous scientists traveled under aliases; Enrico Fermi was known as Henry Farmer, for instance. And all telephone conversations at the test sites were monitored. Despite those efforts, historians agree that it probably would have been impossible to keep the secret if not for the fact that the project was of relatively small size. Did you notice that the last sentence contradicted the first?
Embedding a mistake or contradiction into a text and seeing whether readers notice it is a common research technique to measure comprehension. Readers are asked to judge each text on how well it’s written and explain their rating. Readers are very likely to notice a word they don’t know. They are also very likely to notice if the grammar of a sentence is wrong. But they are much less likely to notice when two sentences contradict each other. Forty percent of high school students missed the contradiction in the paragraph above.
To put it another way, if readers simply understand each sentence on its own, they figure they are doing what they’re supposed to do. El compromiso y la alfabetización familiarUn dúo para una base escolar sólida Por Rebecca A. Palacios Los mejores consejos de padres a padres para involucrarse en la escuela de su(s) hijo(s) Por Danilza Martinez, Catherine Kennedy, Jairalis Mercado, Claritza Rodriguez Aprender a leer y escribir en dos o más idiomasIntroducción Por Claude Goldenberg, Linda M. Espinosa, and Diane August
Aprender a leer y escribir en dos o más idiomasPrimera infancia Por Linda M. Espinosa Aprender a leer y escribir en dos o más idiomasDel jardín de infancia al quinto grado Por Claude Goldenberg The American Federation of Teachers recently launched a multiyear literacy campaign called “Reading Opens the World,” designed to support students, educators and families and foster an ongoing love of reading—because reading is foundational to... Every educator would tell you that first we need to help our students learn to read, and then they can read to learn. So now more than ever, after two years of disruption as the result of COVID-19, harnessing the love of reading is key to helping our students and families recover.
Giving teachers and school staff the tools and professional development that translate the science of reading into usable resources to help students read and read well. Giving parents and caregivers fun and research-based tips and tools to support literacy. Building on and forging new connections among families, communities, educators and schools to be partners in students’ literacy. Giving children and young people free books to read, love and keep, because … How do you get kids to read—and actually understand—hard texts? Teachers know it’s important for students to read historical primary sources, scientific research studies, or literary texts with unfamiliar language, like Shakespeare or the Odyssey.
Research also shows that adolescents need high-challenge, high-support environments. But it’s not so easy: many lessons fizzle because teaching tough texts is...tough—and many secondary teachers feel unprepared to support students through texts’ challenges. We have been there—and have felt that way too. But we also know it’s possible. We began by asking why teachers find it so difficult to teach tough texts. And we realized that most teachers don’t understand why texts are hard.
Understanding what makes a text difficult is the key to scaffolding learning. So we wrote Tackling Tough Texts: A Research-Based Guide to Scaffolding Learning in Grades 6-12 to explain exactly what makes ELA, science, and history texts difficult—and and to explain how teachers can scaffold instruction... How should teachers design content learning with tough texts? In the book’s first half, we unpack comprehension and explain what makes texts difficult: dense ideas, high knowledge, complex text structure, unfamiliar vocabulary, and word reading challenges. In an article for American Educator, a magazine of the American Federation of Teachers, my colleague, pal, and sometimes lunch mate, provided “a guide for high school and college students” about how to study... For those who have read Dan’s newest book, Outsmart Your Brain: Why Learning Is Hard and How You Can Make It Easy, the content will be quite familiar; the article is, in essence, an...
In this version, Dan is true to his title. He explained why reading such texts challenge readers (for example, they do not present content in familiar, compelling story-telling form) and he provided sensible recommendations about how to improve one’s understanding of content found... Dan included many “tips” for improving one’s understanding of the content of complex text. (The tips have a different numbering system in the book than in this article, but that shouldn’t confuse you here.) In the article, the first tip is to discard the highlighter and the second... that readers of Special Education Today may find familiar). Here’s the beginning of his third recommendation:
Whenever I meet with a student who is struggling in one of my classes, I always ask her to bring her notes. Everyone has notes they’ve taken in lectures, but most people do not take notes on the readings. Surveys bear out my experience. People don’t take notes on readings because they figure that highlighting serves the same purpose. But we’ve been over why it doesn’t. Taking notes on readings serves the same functions as taking notes during a lecture: it helps keep you mentally on task, and the notes will help refresh your memory later.
Get important education news and analysis delivered straight to your inbox Δdocument.getElementById( "ak_js_1" ).setAttribute( "value", ( new Date() ).getTime() ); Timothy Shanahan, a professor emeritus at the University of Illinois at Chicago, has spent his career evaluating education research and helping teachers figure out what works best in the classroom. A leader of the National Reading Panel, whose 2000 report helped shape what’s now known as the “science of reading,” Shanahan has long influenced literacy instruction in the United States. He also served on the National Institute for Literacy’s advisory board in both the George W. Bush and Barack Obama administrations.
Shanahan is a scholar whom I regularly consult when I come across a reading study, and so I was eager to interview him about his new book, “Leveled Reading, Leveled Lives.” (Harvard Education Press,... In it, Shanahan takes aim at one of the most common teaching practices in American classrooms: matching students with “just-right” books. He argues that the approach — where students read different texts depending on their assessed reading level — is holding many children back. Teachers spend too much time testing students and assigning leveled books, he says, instead of helping all students learn how to understand challenging texts. The AFT and First Book are celebrating a major milestone in our 13 yearlong joint partnership – distributing more than 10 million free books to students, families and educators serving in Title I schools... Since 2011, the AFT and First Book have worked together to bring books to those who need them the most and yet can least afford them.
Through small book giveaways for classrooms all the way up to large family literacy festivals with 40,000+ books going to hundreds of families, educators and students – we are spreading the joy of reading... To celebrate, the AFT hosted five events across the country on May 11, 2024 in New York City, Florida, Illinois, Ohio and Texas giving out a total of 150,000+ books on that day alone,... !function(){"use strict";window.addEventListener("message",(function(e){if(void 0!==e.data["datawrapper-height"]){var t=document.querySelectorAll("iframe");for(var a in e.data["datawrapper-height"])for(var r=0;r<t.length;r++){if(t[r].contentWindow===e.source)t[r].style.height=e.data["datawrapper-height"][a]+"px"}}}))}(); The American Federation of Teachers' Reading Opens the World initiative focuses on: �?W_��O�o,G�h�L�R�N//#J� �z�C�9�2�x��C��R���rl���N��?K�ԃ�q�oX�cm?�S����_h��Sj�z ;��{Ƀ��9*z���2��6 �?6i1�Hˇ~���ĵ �m>��(�7����wNM��>��"yv +@�4k�1�b��"�:ezh����y;U�c�!3�f�}�_��W�T�.%� F�BT��������t�U�*L�]ܡ������>~5�Q��4O#��������7��2m>�5�[y>-B�?�gs]���jg�?/�� ��th�O^�;{�3u��2�H���q���P���v�`@jw�|�݄Z��y��� m�t�w;�k�懠�d�]o⸥�Ty�TЃ��-=%�b�e�y+� Tn|G�k����zL�}��v�]��m��Dd�2NY�� �W�:��<��!��O���,�Dbe��6Bɡ˒�)vDv!Ez ��+����֗s2y[�םK��᚜tr��z��>��G�2�;t�s�/�u��n��4��'���U���I�� f�X�ˑ?���Q��y�O�ˈI%k�s? ���� O7�7·����W!��~<��{x�UVBO��OZ��ϮL\�_����l��-e�oG���4j����Pu�O�?��>w�����'�2���^� ���M�~x��I4��X��p=V��a�C,����p^�v�@�ܧ ��M�}��K�R�s�U� /��X���l���{w�f���Q��E�:(L��SA����F�)��^.�*{T�S�3e�w��p��_$5~�{s�l�sU��*��;�(����;5�Kf0dhr�>�H�i���[9�څԲ~�;�J�k� �JW���e�8���� �2����ݐ%�H��e@M;�#M����Z����Vf���b��� 1�k�4 �����mV@��=�VH��$�FI�N��i��J�� �m �/)��R���sc�������rl��$O-ó����g����x�EDܙ:3S���eytѕ��V����nǚ��Mdd`�w!:Ǘ ��i�Ȏ����V����+�l�ˀ�]y��Vߩ���S���4��䌧%��V}�rٴ�h��{�H�o���b�x��EN�5���*���^N���qHF�^D���d���'<�<�NNC�ӗ��,X��]B�p\Ɣ$mZ����H����9���i�f�� \[mK�U�"E,Dl*z�;�M'�Q4�,������HU\N� 8��� ����O(�]��j%d��(��*w����9;�D����#�ҩ��(���̹];_��>M1� c_��Iy<��-�uMq-)����I*�#T�⪃�� ��d�ݑ����vxqh~Ҳb��3w5�������˞b��^*�/w���|i;r�� �n�Q���6��?RuZ(��@>�9|�D~S��j7Z^�$�b!�b.�J�~4%i���=jRW��`�[�:�Q� E:�������]V/>@O_0|�������/����������7��Ā�ۏӑ+�#�ۤ4�`s!�� 1;q��|� �`�_��~���hg�c lw_}���^��jmSPԠo�j���ih ưJ�& �|��������:yjO,�6�*�� o��+ȃOaS��)�����o[��=�fv��4�.j�ߝߙO掭��GK���oo,�n\�8�}B�y"t��L�\y�G�.��m2y�n��/�֠��;�h��&>$���j��x�����蟐�y��}c�i�Ѵ�V9���ROJ1�H�q+Q�����o4܄3���}W��#��$ס�~>эJC�nC��}\�#�'��oF}w�3I���z�g�'K8�kin�y MB*кR��߄�phzd� �1-�Q�eр�F�&��lg�{�U����r��R�dt�?ޯ��~dy��_�o��&I ��n�I�F���U�OZ��R)� 3;K���-%ćs⨠���8�@�C�8C�#)V,fG��OE���[,~o�||��m�:*9�)f��0�K6\�C�Y}_�0$��ǹ�`;�yg�Ǵ��?c�O�z��xGJ��7�~Ah��|��A�� ���jN�:�T�:t>:�O�&���\�jSG�-%e�UGPJ������͌ƽ����S����Xd2��˟㹃k?�ߔ^l�?�<��(�I�ܡ�����c0���H% _ ��y��72]�3]� $��:�.�{f��@4+�����!@���y'��$���is�i���:r�N���;��)U�����6���fu-��m���ͩ���W��}��rf�NVy�}�km'�^T����@��t�M �4J������1��=�@HѬ#y...
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