35 Strategies for Guiding Readers Through Informational Texts

| October 21, 2010

Title: 35 Strategies for Guiding Readers Through Informational Texts

Author: Barbara Moss and Virginia S. Loh

Publisher: The Guilford Press

Check it out: LB1576 .M8216 2010 c.2

From the Publisher: This practical guide presents inspiring, research-based activities for teaching students in grades K–12 how to read and think critically about informational texts. With five essential types of strategies, seasoned and preservice teachers learn ways to help students select engaging, challenging reading materials; develop their knowledge of history, science, and other content areas; master vocabulary that aids understanding; build essential comprehension skills across the curriculum; and write effectively about texts they have read. Each of the 35 strategies features a helpful reproducible worksheet in a large-size format. The teacher-friendly appendix lists recommended books, magazines, and websites for each grade level.

About the AuthorsBarbara Moss, PhD, is Professor of Literacy Education in the Department of Teacher Education at San Diego State University. She has taught English and language arts in elementary, middle, and high school settings, and has worked as a reading supervisor. In addition to her role as a university professor, she presently works as a literacy coach at an urban high school in San Diego. Dr. Moss’s research focuses on issues surrounding the teaching of informational texts at the elementary and secondary levels. She regularly presents at professional conferences at the local, state, national, and international levels, and has published numerous journal articles, columns, book chapters, and books.

Virginia S. Loh, EdD, is a part-time faculty member at San Diego State University, Director and Educational Consultant for Wells Academics, Ghosteditor/Entrepreneur of In the Margins, and a former K-8 schoolteacher. Her doctoral dissertation, for which she received a Beiter Research Grant Award from the Children’s Literature Association, was a qualitative study on the cultural authenticity of Asian American children’s literature. She has published peer­-reviewed articles and conducted presentations on this topic. Dr. Loh has worked with diverse student populations and has a strong knowledge of instructional methods, assessments, and educational research and theories. She has her Multiple Subject and Cross-­Cultural Language and Academic Development teaching credentials. Dr. Loh is committed to teacher excellence, educational policymaking, and student achievement, and she is actively involved in community boards and organizations.