# data[].attributes.body
The teacher in the video really focused on giving his students reasons why reading (and understanding your reading) is beneficial to students' real lives.

"Improving Adolescent Literacy" states, ""[Teachers] should provide a supportive environment that views mistakes as growth opportunities,   encourages self-determination, and provides informational feedback about the usefulness of reading strategies and how the strategies can be modified to fit various tasks. Teachers should also make literacy experiences more relevant to students’ interests, everyday life, or important current events" (p. 32).

Both sources acknowledge that students not only need the HOW of reading, but the WHY of reading, too.

# data[].attributes.body
"Realities of Reading" and "Improving Adolescent Literacy" discussed the value of teaching multiple reading strategies to students.

# data[].attributes.body
In "Improving Adolescent Literacy" it states, "Provide a task or discussion format that students can follow when they discuss text in small groups" (p. 15). In the video, the teacher has a specific "discussion protocol" that he uses with his students. His students are so familiar with this that they can start and maintain discussions in partners and small groups without much guidance from the teacher.

# data[].attributes.body
"Improving Adolescent Literacy" (p. 17) and the video both expressed the importance of utilizing a variety of strategies- reading, writing, visuals, discussions- to improve literacy skills, specifically vocabulary.

# data[].attributes.attachment_link.title
Helping Struggling Readers: Reading for Their Life

# data[].attributes.body
Interventions should accelerate student progress towards mastery of grade level reading tasks

# data[].attributes.headline
Make available intensive individualized interventions for struggling readers than can be provided by qualified specialists

# data[].attributes.subject
Make available intensive individualized interventions for struggling readers than can be provided by qualified specialists

# data[].attributes.body
"Provide interventions where intensiveness matches student needs" (p 15).

# data[].attributes.headline
Increase student motivation and engagement in literacy learning

# data[].attributes.subject
Increase student motivation and engagement in literacy learning

# data[].attributes.headline
Provide opportunities for extended discussion of text meaning and interpretation

# data[].attributes.subject
Provide opportunities for extended discussion of text meaning and interpretation

# data[].attributes.body
"Discussions that have an impact on student reading comprehension feature exchanges between teachers and students or among students, where students are asked to defend their statements either by reasoning or by referring to information in the text" (p. 29).

# data[].attributes.body
Texts should match the reading levels of students. This will help students apply new strategies appropriately.

# data[].attributes.body
"It appears that multiple-strategy training results in better comprehension than single-strategy training. All the strong studies that support this recommendation include teaching more than one strategy to the same group of students" (p. 23).

# data[].attributes.headline
Provide direct and explicit comprehension strategy instruction

# data[].attributes.subject
Provide direct and explicit comprehension strategy instruction

# data[].attributes.body
"Talk about comprehension strategies while teaching them" (p. 15).

# data[].attributes.body
-reading and writing activities, discussions, and visual and physical activities should be used to reach all students' vocabulary needs

# data[].attributes.body
"Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing, and extended reading" (p. 15).

# data[].attributes.body
The video and "The Realities of Reading" both discussed the importance of modeling what good readers do when they read. In the video, the teacher mentioned you should teach both how you read and how you would comprehend a book. "The Realities of Reading" stated, "Just show them how you read the material you assign."

# data[].attributes.attachment_link.title
Modeling and Discussion to Build Comprehension

# data[].attributes.attachment_link.description
By selecting high-interest text, encouraging student interaction, and modeling desired behaviors, this teacher builds layers of learning and increases comprehension skills. This clip is excerpted from Stenhouse Publishers' "Read, Write, Talk."

# data[].attributes.body
Reasons for reading should become intrinsic. Students should be taught to apply reasons for reading to real world goals so they understand the value reading has on their lives.

# data[].attributes.body
"I want my kids to hear "This is a good book!" from each other."

Reading minute is a great way to quickly expose students to stories they may never have considered until a peer brought it up.

Peers encouraging peers!

# data[].attributes.body
Teachers need to provide time for reading in class, and encourage reading outside of school.

# data[].attributes.attachment_link.authors[].name
Fairfax Network - Fairfax County Public Schools

# data[].attributes.attachment_link.title
The Power of Literacy: Classroom Libraries

# data[].attributes.attachment_link.description
Classroom libraries are seen as instructional tools where teachers can customize book selections to match student needs and interests. FCPS 2016.

# data[].attributes.body
Access to text is essential for students. A helpful way to get books into students' hands is by having a well-stocked classroom library.

# data[].attributes.body
-Synthesize information to create new thinking

# data[].attributes.body
-Determine what is important

# data[].attributes.body
-Use "fix-up" strategies when meaning breaks down

# data[].attributes.body
-Monitor their comprehension

# data[].attributes.body
- Draw inferences from the text

# data[].attributes.body
-Ask questions about the text before, during, and after reading

# data[].attributes.body
-Use existing knowledge to make sense of new information

# data[].attributes.body
Many adolescent readers can "just get by" with their reading skills, but do not get much out of the reading material because they don't understand it or know how to use it (p. 14).

# data[].attributes.body
"In order to construct meaning readers also need to employ reading strategies" (p. 17).