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Reading Faster and Understanding More
by Wanda Maureen Miller Sharon Steeber De OrozcoThe Reading Faster, Understanding More developmental workbooks recognize the inseparable links between comprehension, vocabulary and reading rate. With vocabulary and study skills instruction integrated throughout, each chapter guides students through the reading comprehension and rate improvement processes and includes exercises to practice these skills. Book 1 features lively readings-from the 6th to 8th grade level--on the Fry test, with the "textbook" chapter at the 9th grade level. For anyone interested in reading comprehension.
Reading Faulkner: The Unvanquished
by James C. Hinkle Robert Mccoy Noel PolkDiscusses specific pages in the book and provides commentary.
Reading Faulkner: Light in August (Reading Faulkner Series)
by Hugh RuppersburgExplaining the world of William Faulkner's Light in August is the primary goal of this glossary. Like other books in this series, it explains, identifies, and comments on many elements that a reader may find unfamiliar or difficult. These include the basic features of Faulkner's fictional town of Jefferson and Yoknapatawpha County, colloquialisms, dialects, folk customs and sayings, farm implements, biblical verses, and geographic and demographic details. Written especially for puzzled readers, teachers of Faulkner, graduate students, and interpretive scholars, the Reading Faulkner Series books offer terms and explications that reveal the richly cultural world in Faulkner's major works. Page references throughout are keyed to the definitive editions of Faulkner published by Library of America and to the Vintage editions prepared from the Library of America tapes.
Reading Fiction in Antebellum America: Informed Response and Reception Histories, 1820–1865
by James L. MachorJames L. Machor offers a sweeping exploration of how American fiction was received in both public and private spheres in the United States before the Civil War. Machor takes four antebellum authors—Edgar Allan Poe, Herman Melville, Catharine Sedgwick, and Caroline Chesebro'—and analyzes how their works were published, received, and interpreted. Drawing on discussions found in book reviews and in private letters and diaries, Machor examines how middle-class readers of the time engaged with contemporary fiction and how fiction reading evolved as an interpretative practice in nineteenth-century America.Through careful analysis, Machor illuminates how the reading practices of nineteenth-century Americans shaped not only the experiences of these writers at the time but also the way the writers were received in the twentieth century. What Machor reveals is that these authors were received in ways strikingly different from how they are currently read, thereby shedding significant light on their present status in the literary canon in comparison to their critical and popular positions in their own time.Machor deftly combines response and reception criticism and theory with work in the history of reading to engage with groundbreaking scholarship in historical hermeneutics. In so doing, Machor takes us ever closer to understanding the particular and varying reading strategies of historical audiences and how they impacted authors’ conceptions of their own readership.
Reading Fiction with Lucian
by Karen Ní MheallaighThis book offers a captivating new interpretation of Lucian as a fictional theorist and writer to stand alongside the novelists of the day, bringing to bear on his works a whole new set of reading strategies. It argues that the aesthetic and cultural issues Lucian faced, in a world of mimesis and replication, were akin to those found in postmodern contexts: the ubiquity of the fake, the erasure of origins, the focus on the freakish and weird at the expense of the traditional. In addition to exploring the texture of Lucian's own writing, Dr ní Mheallaigh uses Lucian as a focal point through which to examine other fictional texts of the period, including Antonius Diogenes' The Incredible Things Beyond Thule, Dictys' Journal of the Trojan War and Ptolemy Chennus' Novel History, and reveals the importance of fiction's engagement with its contemporary culture of writing, entertainment and wonder.
Reading Fictions, 1660-1740: Deception in English Literary and Political Culture
by Kate LovemanEnglish society in the late seventeenth and early eighteenth centuries was fascinated by deception, and concerns about deceptive narratives had a profound effect on reading practices. Kate Loveman's interdisciplinary study explores the ways in which reading habits, first developed to deal with suspect political and religious texts, were applied to a range of genres, and, as authors responded to readers' critiques, shaped genres. Examining responses to authors such as Defoe, Swift, Richardson and Fielding, Loveman investigates reading as a sociable activity. She uncovers a lost critical discourse, centred on strategies of 'shamming', which involved readers in public displays of reason, wit and ironic pretence as they discussed the credibility of oral and written narratives. Widely understood by early modern readers and authors, the codes of this rhetoric have now been forgotten, to the detriment of our perception of the period's literature and politics. Loveman's lively book offers a striking new approach to Restoration and eighteenth-century literary culture and, in particular, to understanding the development of the novel.
Reading Fin de Siècle Fictions (Longman Critical Readers)
by Lyn PykettThe fin de siècle, the period 1880-1914, long associated with decadence and with the literary movements of aestheticism and symbolism, has received renewed critical interest recently. The essays in this volume form a valuable introduction to fin de siècle cultural studies and provide a commentary on important aspects of current critical debate and the place of culture in society.
Reading First and Beyond: The Complete Guide for Teachers and Literacy Coaches
by Cathy Collins Block Susan E. IsraelPacked with enriching ideas for all educators, this guide summarizes the key areas of the Reading First program to provide a comprehensive understanding of its components.
Reading Fluency
by Asaid Khateb Irit Bar-KochvaThe book is dedicated to the blessed memory of Prof. Zvia Breznitz, whose groundbreaking research has made a tremendous impact on the understanding of fluency in reading. The book presents a multidimensional perspective of recent research and reviews on fluency in reading. The first part presents recent brain-imaging findings from studies into the neurobiological basis of reading, as well as cognitive and language studies exploring the underlying factors of fluency in reading and its development. The second part comprises reviews of intervention studies that address reading ability, and in particular, fluency in reading. The book provides a unique multilingual perspective on reading research by including studies of readers of different orthographies and speakers of different languages. Both scientists exploring the different aspects of reading and language, and clinicians of reading intervention will find this book not only of great interest but extremely useful in its clear and in-depth presentation of current reading research.
Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12
by Richard W. Strong Harvey F. Silver Matthew J. Perini Gregory M. TuculescuThrough specific examples, real-life scenarios, and diagrams, this book vividly conveys the most fundamental and effective tactics for boosting reading proficiency while enhancing student and teacher performance.
Reading for Academic Success, Grades 2-6: Differentiated Strategies for Struggling, Average, and Advanced Readers
by Richard W. Strong Harvey F. Silver Matthew J. PeriniExamines seven critical areas that can develop average or struggling readers into thoughtful, high-achieving A+ readers who can comprehend, analyze, and summarize different kinds of texts.
Reading for Christian Schools 5
by Bju StaffA book that helps students build their reading and thinking skills by use of literature materials provided.
Reading For Comprehension: Level C
by Continental Press StaffDo alligators have a voice? With level C of Reading for Comprehension, your students will learn all about this kid-friendly topic and many more. This book for grade 3 students includes 46 high-interest, nonfiction articles with questions that reinforce key reading and writing skills commonly found on state tests. Multiple-choice questions test these reading skills: vocabulary, main idea and details, sequence, cause and effect, and inferences and conclusions. Students also answer open-ended questions to practice writing narrative text, descriptive text, persuasive text, and expository text.
Reading For Comprehension: Level F
by Continental Press StaffHow does an IMAX movie work? With level F of Reading for Comprehension, your students will learn all about this kid-friendly topic and many more. This book for grade 6 students includes 46 high-interest, nonfiction articles with questions that reinforce key reading and writing skills commonly found on state tests. Multiple-choice questions test these reading skills: vocabulary, main idea and details, sequence, cause and effect, and inferences and conclusions. Students also answer open-ended questions to practice writing narrative text, descriptive text, persuasive text, and expository text.
Reading for Detail Reading Comprehension Book Reading: Level 3.5 - 5.0
by EdupressWelcome to the Edupress Reading for Detail Reading Comprehension Book. This resource is an effective tool for instruction, practice, and evaluation of student understanding. It includes ideas on how to introduce reading for detail to students, as well as activities to help teach and practice the concept.
Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension
by Nancy Frey Douglas FisherReading for Information in Elementary School: Content Literacy Strategies to Build Comprehension was written to give k-5 teachers the tools they need to lay an educational groundwork that promotes students’ success with informational text from the early grades. Packed with research-based, classroom-proven strategies, the book follows a before, during, and after reading format that models the most effective approach to reading for information, focusing on the processes required to develop content literacy. You’ll meet the teachers, sit in on their lessons, witness their students’ responses, and come away from this book with a model for teaching your students to read successfully for information and a handbook of proven strategies to implement.
Reading for Liberalism: The Overland Monthly and the Writing of the Modern American West
by Stephen J. MexalFounded in 1868, the Overland Monthly was a San Francisco–based literary magazine whose mix of humor, pathos, and romantic nostalgia for a lost frontier was an immediate sensation on the East Coast. Due in part to a regional desire to attract settlers and financial investment, the essays and short fiction published in the Overland Monthly often portrayed the American West as a civilized evolution of, and not a savage regression from, eastern bourgeois modernity and democracy.Stories about the American West have for centuries been integral to the way we imagine freedom, the individual, and the possibility for alternate political realities. Reading for Liberalism examines the shifting literary and narrative construction of liberal selfhood in California in the late nineteenth century through case studies of a number of western American writers who wrote for the Overland Monthly, including Noah Brooks, Ina Coolbrith, Bret Harte, Jack London, John Muir, and Frank Norris, among others. Reading for Liberalism argues that Harte, the magazine&’s founding editor, and the other members of the Overland group critiqued and reimagined the often invisible fabric of American freedom. Reading for Liberalism uncovers and examines in the text of the Overland Monthly the relationship between wilderness, literature, race, and the production of individual freedom in late nineteenth-century California.
Reading For Life: A Reading Manual For Transitioning Into College
by Faith Christiansen Judi QuimbyA study guide for: Tuesdays with Morrie The Last Lecture We Beat the Streets Learning from the Heart
Reading for My Life: Writings, 1958-2008
by John LeonardJohn Leonard was a lion of American letters. A passionate, erudite, and wide-ranging critic, he helped shape the landscape of modern literature. Reading for My Life is a monumental collection of Leonard's most significant writings—spanning five decades—from his earliest columns for the Harvard Crimson to his final essays for the New York Review of Books. Definitive reviews of Doris Lessing, Joan Didion, Toni Morrison, Don DeLillo, Vladimir Nabokov, and Philip Roth, among others, display Leonard's encyclopedic knowledge of literature and make this book a landmark achievement from one of America's most beloved and influential critics. .
Reading for Our Lives: A Literacy Action Plan from Birth to Six
by Maya Payne SmartAn award-winning journalist and literacy advocate provides a clear, step-by-step guide to helping your child thrive as a reader and a learner.When her child went off to school, Maya Smart was shocked to discover that a good education in America is a long shot, in ways that few parents fully appreciate. Our current approach to literacy offers too little, too late, and attempting to play catch-up when our kids get to kindergarten can no longer be our default strategy. We have to start at the top. The brain architecture for reading develops rapidly during infancy, and early language experiences are critical to building it. That means parents&’ work as children&’s first teachers begins from day one too—and we need deeper knowledge to play our positions.Reading for Our Lives challenges the bath-book-bed mantra and the idea that reading aloud to our kids is enough to ensure school readiness. Instead, it gives parents easy, immediate, and accessible ways to nurture language and literacy development from the start. Through personal stories, historical accounts, scholarly research, and practical tips, this book presents the life-and-death urgency of literacy, investigates inequity in reading achievement, and illuminates a path to a true, transformative education for all.
Reading for Our Lives: The Urgency of Early Literacy and the Action Plan to Help Your Child
by Maya Payne SmartCompletely revised and updated! Now in paperback. An award-winning journalist and literacy advocate provides a clear, step-by-step guide to helping your child thrive as a reader and a learnerToday&’s children face intense pressure to meet rising academic standards and prepare for future careers, but most fall dangerously short. Early struggles with language and literacy often snowball into lasting disadvantages. Millions of U.S. kids don&’t learn to read well in elementary school, driving low adult literacy rates and threatening the nation&’s economic productivity, public health, and social equity.In Reading for Our Lives, journalist Maya Payne Smart shows that the literacy crisis starts at home. Too many parents expect schools to unlock their child&’s reading potential, unaware that even the best classroom instruction (which most don&’t get) can&’t make up for weak early preparation or inconsistent support outside of school. Smart breaks down the latest research to show parents how to do their part to build essential literacy skills. She busts the myth that bedtime stories are parents&’ greatest contribution to kids&’ reading development. She advocates instead for weaving a range of simple, fun, free literacy habits and activities into everyday family life—and shows you how to do it.With optimism and evidence, Reading for Our Lives delivers a clear call to action and a path forward for families, schools, and communities to beat the literacy crisis together.
Reading For The Planet: Toward A Geomethodology
by Christian MoraruIn his new book, Christian Moraru argues that post-Cold War culture in general and, in particular, the literature, philosophy, and theory produced since 9/11 foreground an emergent "planetary" imaginary--a "planetarism"--binding in unprecedented ways the world's peoples, traditions, and aesthetic practices. This imaginary, Moraru further contends, speaks to a world condition ("planetarity") increasingly exhibited by human expression worldwide. Grappling with the symptoms of planetarity in the arts and the human sciences, the author insists, is a major challenge for today's scholars--a challenge Reading for the Planet means to address. Thus, Moraru takes decisive steps toward a critical methodology--a "geomethodology"--for dealing with planetarism's aesthetic and philosophical projections. Here, Moraru analyzes novels by Joseph O'Neill, Mircea Cartarescu, Sorj Chalandon, Zadie Smith, Orhan Pamuk, and Dai Sijie, among others, as demonstration of his paradigm.
Reading for Preaching: The Preacher in Conversation with Storytellers, Biographers, Poets, and Journalists
by Cornelius Plantinga Jr.In Reading for Preaching Cornelius Plantinga makes a striking claim: preachers who read widely will most likely become better preachers.Plantinga -- himself a master preacher -- shows how a wide reading program can benefit preachers. First, he says, good reading generates delight, and the preacher who enters the world of delight goes with God. Good reading can also help tune the preacher’s ear for language -- his or her primary tool. General reading can enlarge the preacher’s sympathies for people and situations that she or he had previously known nothing about. And, above all, the preacher who reads widely has the chance to become wise.This beautifully written book will benefit not just preachers but anyone interested in the wisdom to be derived from reading.Works that Plantinga interacts with in the book includeThe Kite Runner, by Khaled HosseiniEnrique's Journey, by Sonia NazarioSilence, by Shusaku Endo"How Much Land Does a Man Need?" by Leo Tolstoy"Narcissus Leaves the Pool" by Joseph EpsteinLes Miserables, by Victor Hugo. . . and many more!
Reading for Realism: The History of a U.S. Literary Institution, 1850–1910
by Nancy GlazenerReading for Realism presents a new approach to U.S. literary history that is based on the analysis of dominant reading practices rather than on the production of texts. Nancy Glazener's focus is the realist novel, the most influential literary form of the nineteenth and twentieth centuries--a form she contends was only made possible by changes in the expectations of readers about pleasure and literary value. By tracing readers' collaboration in the production of literary forms, Reading for Realism turns nineteenth-century controversies about the realist, romance, and sentimental novels into episodes in the history of readership. It also shows how works of fiction by Rebecca Harding Davis, Henry James, Nathaniel Hawthorne, and others participated in the debates about literary classification and reading that, in turn, created and shaped their audiences.Combining reception theory with a materialist analysis of the social formations in which realist reading practices circulated, Glazener's study reveals the elitist underpinnings of literary realism. At the book's center is the Atlantic group of magazines, whose influence was part of the cultural machinery of the Northeastern urban bourgeoisie and crucial to the development of literary realism in America. Glazener shows how the promotion of realism by this group of publications also meant a consolidation of privilege--primarily in terms of class, gender, race, and region--for the audience it served. Thus American realism, so often portrayed as a quintessentially populist form, actually served to enforce existing structures of class and power.
Reading for Reform: The Social Work of Literature in the Progressive Era
by Laura R. FisherAn unprecedented examination of class-bridging reform and U.S. literary history at the turn of the twentieth century Reading for Reform rewrites the literary history of late nineteenth and early twentieth century America by putting social reform institutions at the center of literary and cultural analysis. Examining the vibrant, often fractious literary cultures that developed as part of the Progressive mandate to uplift the socially disadvantaged, it shows that in these years reformers saw literature as a way to combat the myriad social problems that plagued modern U.S. society. As they developed distinctly literary methods for Americanizing immigrants, uplifting and refining wage-earning women, and educating black students, their institutions gave rise to a new social purpose for literature.Class-bridging reform institutions—the urban settlement house, working girls&’ club, and African American college—are rarely addressed in literary history. Yet, Laura R. Fisher argues, they engendered important experiments in the form and social utility of American literature, from minor texts of Yiddish drama and little-known periodical and reform writers to the fiction of Edith Wharton and Nella Larsen. Fisher delves into reform&’s vast and largely unexplored institutional archives to show how dynamic sites of modern literary culture developed at the margins of social power. Fisher reveals how reformist approaches to race, class, religion, and gender formation shaped American literature between the 1880s and the 1920s. In doing so, she tells a new story about the fate of literary practice, and the idea of literature&’s practical value, during the very years that modernist authors were proclaiming art&’s autonomy from concepts of social utility.