- Background and Basics
1. The Building Blocks of Questioning the Author
2. The Current Scene in Reading Comprehension
- Questioning the Author Essentials
3. Planning for Questioning the Author Lessons
4. Specific Plans for a Narrative and an Expository Text
5. Digging into Initiating and Follow-Up Queries
6. Specific Plans for a Narrative and an Expository Read-Aloud
Text
- Special Topics
7. What Comes after Reading and Interspersed Discussion?
8. Vocabulary in the Context of Comprehension
9. Approaching Writing with a Questioning the Author
Perspective
- Inside the Classroom
10. Moves to Keep Discussion Productive
11. One Teacher’s Journey with Questioning the Author
12. Students Take the Wheel
Appendix. Lesson Texts from Chapters 4 and 6
Index
Isabel L. Beck, PhD, is Professor Emerita of Education at the
University of Pittsburgh. She has conducted extensive research and
published widely on decoding, vocabulary, and comprehension. Dr.
Beck is a recipient of the Oscar S. Causey Award from the Literacy
Research Association, the William S. Gray Citation of Merit from
the International Literacy Association, and the Contributing
Researcher Award from the American Federation of Teachers. She was
inducted into the Reading Hall of Fame and is an elected member of
the National Academy of Education. Her books include Bringing Words
to Life, Second Edition; Creating Robust Vocabulary; Illuminating
Comprehension and Close Reading; Making Sense of Phonics, Third
Edition; and Robust Comprehension Instruction with Questioning the
Author.
Margaret G. McKeown, PhD, is Clinical Professor Emerita of
Education at the University of Pittsburgh. Before her retirement,
she was also a Senior Scientist at the University's Learning
Research and Development Center. Her work addresses practical,
current problems that classroom teachers and their students face.
She has conducted research in the areas of learning, instruction,
and teacher professional development in reading comprehension and
vocabulary. Dr. McKeown is a recipient of the Outstanding
Dissertation Award from the International Literacy Association, is
a Fellow of the American Educational Research Association, and was
inducted into the Reading Hall of Fame. She is coauthor of books
including Bringing Words to Life, Second Edition; Creating Robust
Vocabulary; Robust Comprehension Instruction with Questioning the
Author; and Vocabulary Assessment to Support Instruction.
Cheryl A. Sandora, PhD, is an English Language Arts Fellow at the
Institute for Learning, an outreach of the University of
Pittsburgh, where she designs curricular materials and works with
districts throughout the country, facilitating professional
development sessions and supporting classroom-based instruction.
Dr. Sandora was a research associate at the University of
Pittsburgh Learning Research and Development Center for over 20
years, working closely with Isabel L. Beck and Margaret G. McKeown
to conduct classroom-based research on instructional practices
targeting vocabulary and comprehension. She is coauthor of
Illuminating Comprehension and Close Reading and Robust
Comprehension Instruction with Questioning the Author.
"The pioneering developers of QtA have examined the research,
observed classroom discussions, and talked with teachers using QtA
to further develop their effective approach. They have expanded QtA
to include vocabulary and writing components along with text
discussion. In particular, I am impressed with the numerous
examples of QtA in action. Bravo!"--Timothy Rasinski, PhD,
Professor Emeritus of Literacy Education, Kent State University
“A gem. Beck, McKeown, and Sandora synthesize decades of research
and insight to show how teachers can effectively and authentically
teach comprehension alongside vocabulary in any genre, subject, or
grade level."--Jon Gustafson, MA, sixth-grade teacher, Columbia
Heights Public Schools, Minnesota
"Wow! This book will appeal to teachers of all levels and all
subjects. It is the kind of treasure you get from the focused
attention of inspired researchers who are also great-hearted
teachers. This transformative book is a trove of insight and
research-backed strategies for improving students' engagement,
reading, writing, thinking, and problem solving. I am particularly
excited about how QtA focuses on the intelligence behind the text,
and how that intelligence structures texts for meaning and effect.
This translates nicely to helping readers make meaning, increase
their capacity to identify and evaluate 'fake news,' incorporate
audience considerations into their own writing, and much
else."--Jeffrey Wilhelm, PhD, Distinguished Professor of English
Education, Boise State University
"In this timely, highly instructive book, Beck, McKeown, and
Sandora remind us that comprehension depends on the reader’s active
engagement in making meaning from text, and provide classroom
teachers with instructional tools and scaffolded supports. The book
is informed by years of impactful research, thousands of classroom
QtA lesson observations, and teacher feedback. It digs deep into
QtA essentials, such as planning for lessons, formulating initial
and follow-up Queries, and teaching vocabulary and writing in the
context of QtA. The book provides authentic, relevant moves for
productive discussions and showcases a teacher’s journey with using
QtA to facilitate student transfer and independence. The
teacher-friendly format and relevant classroom examples make this
book a valuable professional development resource or text for
graduate-level reading/literacy education and English language arts
courses."--Vassiliki (Vicky) Zygouris-Coe, PhD, School of Teacher
Education, University of Central Florida-
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