Students are more effective readers when they learn to compare and contrast. These stories and comprehension questions help students understand the authors' purpose and reasoning.
- Accurately compare and contrast information in what is read
- Detect the main idea, identify details, and think about vocabulary and semantics of reading passages
The book has 11 reading lessons and three levels of controlled readability: 2.0-2.9, 3.0-3.9, and 4.0-4.9. Each lesson consists of a one-page, illustrated reading passage and two pages of reading comprehension tasks that require students to :
- identify the main idea and detect details
- think about vocabulary and semantics
- compare and contrast information
- formulate a question related to the story topic
- complete a writing activity
The reading comprehension questions are similar to those found on classroom and national reading comprehension tests. Questions challenge students to think about the reading passage and use reasoning skills. Most of the questions are multiple-choice with some true/false questions.
You may purchase Spotlight on Reading Comprehension Comparing and Contrasting individually or as part of the Spotlight on Reading Comprehension 6-book set. The 6-book set consists of:
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- Speech-language pathologists play a direct role in the development of literacy for children with communication disorders (ASHA, 2001).
- Instruction of text comprehension can help children become independent, self-regulated, thinking readers (NRP, 2000).
- Instruction in comprehension can help students understand, remember, and communicate with others about what they read (NIFL, 2003).
- Teacher questioning improves students' learning from reading because it gives them a purpose for reading, focuses their attention on what they are to learn, helps them think actively as they read, encourages them to monitor their comprehension, and helps them review content and relate what they've learned to what they already know (NIFL, 2003).
- Summarization is a skill that helps students identify main ideas, generalize what they've read, and recall information needed to answer comprehension questions (NRP, 2000).
- When information shares a semantic relationship and is associated, meaningful information is first extracted from the association between items (Rhodes & Donaldson, 2008).
Spotlight on Reading Comprehension Comparing and Contrasting incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2001). Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents [Position Statement]. Retrieved August 7, 2009, from www.asha.org/policy
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved August 7, 2009, from www.nifl.gov/nifl/publications.html
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction—Reports of the subgroups. Retrieved August 7, 2009, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Rhodes, S.M., & Donaldson, D.I. (2008). Association and not semantic relationships elicit the N400 effect: Electrophysiological evidence from an explicit language comprehension task. Psychophysiology, 45, 50-59.