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ERIC Number: ED570910
Record Type: Non-Journal
Publication Date: 2016
Pages: 41
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
Reading across Texts: A Resource for Planning Multiple Source Comprehension Tasks. From College and Career Ready Standards to Teaching and Learning in the Classroom: A Series of Resources for Teachers
Mancevice, Nicole; Herman, Joan L.
Center on Standards and Assessments Implementation
College and Career Ready Standards (CCRS) set the expectation that students will be able to navigate multiple texts, evaluate the claims that authors make, notice and account for any conflicting points of view, and synthesize information as they develop an understanding of a concept or event. CCRS establish these learning expectations, but they do not provide guidance for how to plan instruction. "Reading Across Texts" is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist educators as they use CCRS to plan instruction for diverse learners. This resource presents the best of what we currently know about how readers make sense of multiple texts, and what instruction might look like in the classroom. The studies reviewed in this guide involve a range of grade levels and subject areas. Some of the studies sought to understand how readers engage with texts without targeted instruction in how to do so. Other studies examined the effects of interventions that taught students how to strategically read and evaluate texts. Taken together, this body of work can provide us with helpful insights as to how to plan instruction across grade levels. "Reading Across Texts" presents these insights from research as three broad categories of planning recommendations: (1) strategies for teaching students to evaluate sources of information; (2) strategies for teaching students to compare information across sources; and (3) considerations for framing instructional tasks that involve multiple-source comprehension. For each planning recommendation, there is a synthesis of what researchers have learned about how students read multiple texts without specific instruction, and instructional strategies that appear to help students learn to do this work. Studies Reviewed by Recommendation is appended.
Regents of the University of California. Available from: Center on Standards and Assessments Implementation. 730 Harrison Street, San Francisco, CA 94107. Fax: 415-615-3200; e-mail: CSAI@wested.org; Web site: http://csai-online.org
Publication Type: Guides - Classroom - Teacher; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: Teachers
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: Center on Standards and Assessments Implementation (CSAI); WestEd
Grant or Contract Numbers: S283B050022A