Students become purposeful, active readers as they develop six research-based reading comprehension skills. The content is designed to appeal to older students reading below grade level.
- Build confidence in struggling readers
- Detect the main idea, identify details, and think about vocabulary and semantics of reading passages
- Develop specific reading comprehension skills
Each book has 11 reading lessons with three levels of controlled readability: 4.0-4.9, 5.0-5.9, and 6.0-6.9. Each lesson consists of a one-page, illustrated reading passage and two pages of reading comprehension questions for learning the targeted skill area, detecting the main idea, identifying details, and thinking about the vocabulary and semantics in the passage.
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 and oral response questions and a writing activity.
Each book targets a specific reading comprehension skill. The books may be purchased individually or as part of the 6-book Spotlight on Reading & Listening Comprehension Level 2 set. The 6-book set consists of:
Spotlight on Reading & Listening Comprehension Level 2 Fact & Opinion
Students analyze what they read and determine important information and differentiate fact from personal opinion.
Spotlight on Reading & Listening Comprehension Level 2 Figurative Language
Context clues and well-framed questions help students understand figurative language.
Spotlight on Reading & Listening Comprehension Level 2 Making Inferences & Drawing Conclusions
Students learn to read between the lines and make logical inferences and conclusions about what they read.
Spotlight on Reading & Listening Comprehension Level 2 Paraphrasing & Summarizing
Students choose correct summary statements and rephrase statements from reading passages.
Spotlight on Reading & Listening Comprehension Level 2 Problem Solving
Use higher-order thinking skills to problem solve situations in stories. Questions require students to reason, predict, infer, and think flexibly.
Spotlight on Reading & Listening Comprehension Level 2 Understanding Everyday Information
Read and comprehend everyday written text such as detailed weather reports, informational brochures, written rules, correspondence, and more.
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- Explicitly teaching and reinforcing inference-making leads to better outcomes in overall text comprehension, text engagement, and metacognitive thinking (Borné, Cox, Hartgering, & Pratt, 2005).
- 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).
- 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).
- Effective listening strategies include (NCLRC, 2004):
- listening for details and main ideas
- recognizing word-order patterns
- drawing inferences
Spotlight on Reading & Listening Comprehension Level 2 incorporates these principles and is also based on expert professional practice.
Borné, L., Cox, J., Hartgering, M., & Pratt, E. (2005). Making inferences from text [Overview]. Dorchester, MA: Project for School Innovation.
National Capital Language Resource Center (NCLRC). (2004). Strategies for developing listening skills. Retrieved June 15, 2009, from www.nclrc.org/essentials/listening/stratlisten.htm
National Institute for Literacy (NIFL). (2003). Put reading first: The research building blocks for teaching children to read. Retrieved June 15, 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 June 15, 2009, from http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf