When teachers combine a metacognitive approach with the principles of formative assessment, the result is metacognitive comprehension instruction. Dr. Alison Davis brings her unique perspective to these two influential bodies of research and shows how a teacher’s decisions can lift student achievement in reading comprehension.

Alison writes from a teacher’s perspective and provides hands-on strategy instruction supported by a variety of examples. The result is an engaging and informative tool for teachers and educators. Her book bridges the gap between theory and practice by relating content to the everyday experience of classroom teachers.

Educators working in years 3 to 8 will find practical, research-based information on all aspects of teaching reading comprehension, including:

• direct instruction of comprehension strategies – when and how to use them
• in-depth coverage of instructional approaches and strategy instruction for all aspects of the five elements of reading – phonemic awareness, phonics, vocabulary, comprehension, and fluency
• step-by-step instruction on how to develop metacognition 
• practical advice on teaching to individual needs, including sections for struggling readers and able readers.
  

Item number: 31994
ISBN number:  9780790319940
Professional text item number: 31994
Author:     Alison Davis
Number of pages: 288   

RRP $54.95 (GST incl.)
Discounted price for teachers/schools $44.95

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About the author

Dr. Alison Davis, the author of Teaching Reading Comprehension, is an experienced and respected literacy developer and coach. She has led professional development for teachers, principals, and administrators in New Zealand and throughout Asia, Australasia, the United States, and Egypt.

Alison has spoken at a range of international conferences, including the American Research Association Conference, the International Reading Association Conference, and the World Reading Congress. Prior to this, Alison taught at both junior and middle level and was the Deputy Principal of an inner-city New Zealand primary school.

Alison’s work in literacy development supports a highly metacognitive approach toward teaching and learning. She has been passionate about this approach since her PHD research, in which she focused on teacher expertise associated with raising the reading comprehension abilities of under-achieving students. Her work includes a focus on the diverse learning needs of English Language Learners.  Alison has also worked with writing teams on publications in reading, writing, and assessment.