LEADER 04229cam a2200481 i 4500
001 6757503
005 20151031112349.0
008 150521t20152015nyua     b    001 0 eng  
010   $a  2015016851
024 8 $a99964732080
035   $a(OCoLC)ocn898158638
020   $a1462521142 (paperback)
020   $a9781462521142 (paperback)
020   $a9781462521166 (hardcover)
020   $a1462521169 (hardcover)
035   $a(OCoLC)898158638
042   $apcc
050 00$aLB1573.7$b.C37 2015
082 00$a372.47$223
084   $aLAN010000$aEDU009000$aPSY004000$aLAN013000$aEDU026020$2bisacsh
100 1 $aCartwright, Kelly B.,$eauthor.
245 10$aExecutive skills and reading comprehension :$ba guide for educators /$cKelly B. Cartwright ; foreword by Nell K. Duke.
264  1$aNew York, NY :$bThe Guilford Press,$c[2015]
300   $axx, 284 pages :$billustrations ;$c26 cm
336   $atext$2rdacontent
337   $aunmediated$2rdamedia
338   $avolume$2rdacarrier
520   $a"How do K-12 students become self-regulated learners who actively deploy comprehension strategies to make meaning from texts? This cutting-edge guide is the first book to highlight the importance of executive skills for improving reading comprehension. Chapters review the research base for particular executive functions--such as planning, organization, cognitive flexibility, and impulse control--and present practical skills-building strategies for the classroom. Detailed examples show what each skill looks like in real readers, and sidebars draw explicit connections to the Common Core State Standards (CCSS). Reproducible planning and assessment forms can be downloaded and printed in a convenient 8 1/2" x 11" size. Subject Areas/Key Words: attention, brain development, CCSS, children, cognitive flexibility, Common Core standards, Common Core State Standards, comprehension strategies, ELA, elementary reading methods, English language arts, executive functioning, executive functions, executive skills, impulse control, instruction, interventions, literacy, neuroscience, organizational skills, planning, reading comprehension, secondary, self-regulated learning, self-regulation, social understanding, students, teaching, working memory. Audience: K-12 classroom teachers, reading specialists, literacy coaches, and special educators; school psychologists; teacher educators, graduate students, and researchers"--$cProvided by publisher.
504   $aIncludes bibliographical references (pages 243-275) and index.
505 0 $a1. Executive Skills: What Are They, and Why Are They Important for Developing Thinking Readers? -- 2. Plans and Goals: Getting Ready to Read -- 3. Organization: Why Text and Reader Organization Matter -- 4. Cognitive Flexibility: Juggling Multiple Aspects of Reading -- 5. Working Memory: Holding and Linking Ideas in Mind While Reading -- 6. Inhibition and Impulse Control: Resisting Distractions to Support Comprehension -- 7. Social Understanding: The Importance of Mind Reading for Reading Comprehension -- Epilogue: Linking the New with the Old: How Are Familiar Comprehension Skills and Strategies Related to Executive Skills? -- Appendix A. Rubric for Assessing Executive Skills in Observations of Your Students' Reading Behavior -- Appendix B. List of Games Related to the Executive Skills Described in This Book -- References -- Children's Literature Cited.
650  0$aReading comprehension.
650  0$aExecutive ability in children.
650  7$aLANGUAGE ARTS & DISCIPLINES / Literacy.$2bisacsh
650  7$aEDUCATION / Educational Psychology.$2bisacsh
650  7$aPSYCHOLOGY / Developmental / Child.$2bisacsh
650  7$aLANGUAGE ARTS & DISCIPLINES / Reading Skills.$2bisacsh
650  7$aEDUCATION / Special Education / Learning Disabilities.$2bisacsh
650  7$aExecutive ability in children.$2fast$0(OCoLC)fst00917788
650  7$aReading comprehension.$2fast$0(OCoLC)fst01090771
700 1 $aDuke, Nell K.,$ewriter of foreword.