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ISBN-10:
1571103767
ISBN-13:
9781571103765
Pub. Date:
01/28/2004
Publisher:
Stenhouse Publishers
Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 / Edition 1

Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 / Edition 1

by Cris Tovani
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Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 4.8 out of 5 based on 0 ratings. 4 reviews.
Tuba_Mirum More than 1 year ago
Some comments: Every subject (math included!) and often each textbook has a specific way to read it best for understanding. Tovani helps you prepare your students to best read the material for YOUR classroom (and of course, some skills do carry over to other classrooms) so you are much less likely to get a "I didn't understand it" response from your students. Tovani's other book, "I Read It, But I Don't Get It" is also helpful for the non-reading teacher. I'd highly recommend them for any teacher, especially if you don't think teaching reading is your job (like I did). This book would also be helpful for parents with students who are struggling with a subject (maybe get an extra copy for the teacher?) or reading in general.
Guest More than 1 year ago
If you want to help your students read and understand better in any subject, not just in english get this book. It's a requirement for my reading class in college and I absolutley loved it. I think that every teacher who is trying to help their students acheive higher reading scores should buy this book.
maryqueenofscotts on LibraryThing More than 1 year ago
This is finally one inspirational book for teachers. I expected a bunch of theory that doesn't apply because most people who write don't take into consideration high stakes testing. However, Tovani's writing puts you in the moment while she is in the classroom. I don't believe she has forgotten what it is like to have mounds of work. As I read this book I really began to feel like I was a terrible teacher but in a good way - I began reconsidering how I teach. I am no longer concentrating on doing all the work myself by forcing information students have to memorize down their throats but instead I am having them do the work and learn the information in class through discovery, reading and discussion. Students hate it at first (of course they have to work!) but as they got into the routine each individual student began to figure out what the tasks were and now they anticipate how our classroom works.
Anonymous More than 1 year ago