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Pairing Fiction and Nonfiction text to further comprehension.

Pairing Fiction and Nonfiction text to further comprehension. Jimmy Rhoades EDU 316 March 15, 2011. Focus Statement. Pairing fiction and nonfiction text will engage a students prior knowledge to reinsure and ensure student comprehension at a higher level. Gill, S (2009).

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Pairing Fiction and Nonfiction text to further comprehension.

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  1. Pairing Fiction and Nonfiction text to further comprehension. Jimmy Rhoades EDU 316 March 15, 2011

  2. Focus Statement Pairing fiction and nonfiction text will engage a students prior knowledge to reinsure and ensure student comprehension at a higher level.

  3. Gill, S (2009) • New nonfiction text should reflect: visual emphasis, accuracy, and be engagingly written in child friendly form. Gill, S. (2009). What teachers need to know about the “new” nonfiction. The Reading Teacher, 63(4), 260-267.

  4. Heller, M (2006) • Children respond well to factual information presented in each book and express wonder about new and interesting information. Heller, M. (2006). Telling stories and talking facts: first graders’ engagements in a nonfiction

  5. Soalt, J (2005) • Comprehension improves when students have appropriate background knowledge that they can connect to the text they are reading. Soalt, J. (2005). Bringing together fictional and informational text to improve comprehension. The Reading Teacher, 58(7), 680-683.

  6. Questions What are teachers doing with struggling readers to help them? Do the students understand the difference between fiction and nonfiction? How can teachers encourage students to completely read both types of texts?

  7. References Gill, S. (2009). What teachers need to know about the “new” nonfiction. The Reading Teacher, 63(4), 260-267. Heller, M. (2006). Telling stories and talking facts: first graders’ engagements in a nonfiction book club. The Reading Teacher, 60(4), 358-369. Soalt, J. (2005). Bringing together fictional and informational text to improve comprehension. The Reading Teacher, 58(7), 680-683.

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