Reviews
"Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The book's discussion is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time."--Kathleen Clark, PhD, Department of Educational Policy and Leadership Studies, Marquette University "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers."--Ann Swanson, PhD, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnetonka, Minnesota "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!"--Martha Cosgrove, MA, English teacher, Edina High School, Edina, Minnesota "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming, "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The book's discussion is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time."--Kathleen Clark, PhD, Department of Educational Policy and Leadership Studies, Marquette University "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers."--Ann Swanson, PhD, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnetonka, Minnesota "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!"--Martha Cosgrove, MA, English teacher, Edina High School, Edina, Minnesota "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming, "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers." - Ann Swanson, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnesota, USA "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!" - Martha Cosgrove,English teacher, Edina High School,Minnesota, USA "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!" - Leslie S. Rush, Department of Secondary Education, University of Wyoming, USA "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The authors situate their discussion in both cognitive and response-based theories and research, elaborate five interconnected facets of comprehension, and offer instructional recommendations illustrated with numerous classroom vignettes. The book's discussion of comprehension development is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time." - Kathleen Clark,Department of Educational Policy and Leadership Studies, Marquette University, USA, "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers." - Ann Swanson, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnesota, USA "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!" - Martha Cosgrove, English teacher, Edina High School, Minnesota, USA "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!" - Leslie S. Rush, Department of Secondary Education, University of Wyoming, USA "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The authors situate their discussion in both cognitive and response-based theories and research, elaborate five interconnected facets of comprehension, and offer instructional recommendations illustrated with numerous classroom vignettes. The book's discussion of comprehension development is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time." - Kathleen Clark, Department of Educational Policy and Leadership Studies, Marquette University, USA, "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers." - Ann Swanson, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnesota, USA "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!" - Martha Cosgrove, English teacher, Edina High School, Minnesota, USA "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"- Leslie S. Rush, Department of Secondary Education, University of Wyoming, USA "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The authors situate their discussion in both cognitive and response-based theories and research, elaborate five interconnected facets of comprehension, and offer instructional recommendations illustrated with numerous classroom vignettes. The book's discussion of comprehension development is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time."- Kathleen Clark, Department of Educational Policy and Leadership Studies, Marquette University, USA, "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers." - Ann Swanson, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnesota, USA "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!" - Martha Cosgrove, English teacher, Edina High School, Minnesota, USA "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!" - Leslie S. Rush, Department of Secondary Education, University of Wyoming, USA "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The authors situate their discussion in both cognitive and response-based theories and research, elaborate five interconnected facets of comprehension, and offer instructional recommendations illustrated with numerous classroom vignettes. The book's discussion of comprehension development is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time." - Kathleen Clark, Department of Educational Policy and Leadership Studies, Marquette University, USA, "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The book's discussion is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time."--Kathleen Clark, PhD, Department of Educational Policy and Leadership Studies, Marquette University "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers."--Ann Swanson, PhD, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnetonka, Minnesota"Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!"--Martha Cosgrove, MA, English teacher, Edina High School, Edina, Minnesota"As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming, "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers."--Ann Swanson, PhD, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnetonka, Minnesota "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!"--Martha Cosgrove, MA, English teacher, Edina High School, Edina, Minnesota "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming, "Philippot and Graves provide a conceptually sophisticated treatment of comprehension development in secondary English classrooms. The authors situate their discussion in both cognitive and response-based theories and research, elaborate five interconnected facets of comprehension, and offer instructional recommendations illustrated with numerous classroom vignettes. The book's discussion is comprehensive and unique. Critically, it not only shows how teachers can foster understanding of specific texts; it also shows how to help students develop comprehension processes that will transfer across texts and time."--Kathleen Clark, PhD, Department of Educational Policy and Leadership Studies, Marquette University "Going beyond the buzzwords, this compelling book provides practical and tested advice for creating a balanced, well-designed language arts classroom that will benefit students with varying levels of literacy. The strong emphasis on English language learners will help teachers ease these students into the larger culture of the classroom and the school as a whole. Each chapter is rooted in theory and research, but also offers detailed instructions that will be useful to both new and experienced teachers."--Ann Swanson, PhD, International Baccalaureate Program Coordinator and former English teacher, Minnetonka High School, Minnetonka, Minnesota "Too many teachers feel unprepared to teach reading to older students, or have trouble choosing which literacy goals to pursue. By focusing on comprehension, this book suggests an integrated and manageable way of thinking about adolescent literacy. It will help teachers put their best instincts into practice, expand their instructional repertoires, and trigger their imagination for 'what's next.' I can hardly wait to share this book with our curriculum director!"--Martha Cosgrove, MA, English teacher, Edina High School, Edina, Minnesota "As an educator of future middle and secondary English teachers, I have long sought a text to use in informing my students about both reader-response approaches and the teaching of comprehension skills. Most texts are heavily slanted toward one side or another, but this one meshes the two perspectives, truly representing the best of both worlds. Exactly the book I've been waiting for!"--Leslie S. Rush, PhD, Department of Secondary Education, University of Wyoming
