Title Thumbnail

Young Meaning Makers—Teaching Comprehension, Grades K–2

D. Ray Reutzel Sarah K. Clark Cindy D. Jones Sandra L. Gillam P. David Pearson Susan B. Neuman D. Ray Reutzel

164 pages
Teachers College Press

One of the most critical elements in the Common Core State Standards (CCSS) is the effective teaching of reading comprehension in the early years. This timely resource provides evidence-based practices for teachers to use as they work to meet standards associated with comprehending complex literature and informational texts. The authors offer a practical model with classroom applications that draw on the Construction-Integration (CI) model of text comprehension. Illustrating why comprehension is so important in the CCSS framework, the book distills six key principles for meeting CCSS and other high-challenge standards. Chapters show teachers how to build oral language and text comprehension skills with young readers, including selecting texts, organizing materials, scheduling time, and assessing the acquisition of knowledge.

Book Features:

  • A practitioner-friendly model for teaching comprehension of informational and narrative texts in the early grades.
  • Guidance for how to create a classroom environment that supports oral language acquisition.
  • Instructional strategies, including teaching children to understand text structures, key details, and main ideas of a story or information text.
  • A standards-based series of formative comprehension assessments.
Author Bio

D. Ray Reutzel is the dean of the College of Education, University of Wyoming, and a member of the Reading Hall of Fame. Cindy D. Jones is an associate professor and director of the Literacy Clinic in the Department of Teacher Education and Leadership at Utah State University. Sarah K. Clark is an associate professor in the Department of Teacher Education and Leadership at Utah State University. Sandra L. Gillam is a professor in the Department of Communicative Disorders and Deaf Education at Utah State University.