{"product_id":"141037","title":"Guide to reading comprehension ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQtVOAtQzwRHSSe5mCGVwQ.png?v=1764956936\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Guide to reading comprehension \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/122477686\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\u003cdiv\u003e\u003cdiv\u003e This book was translated to help teachers teach reading comprehension in Korean language classes in elementary and middle schools. \u003cbr\u003eThe original book was Guided Comprehension: A Teaching Model for Grades 3-8, co-authored by Professors Maureen McLaughlin and Mary Beth Allen, and published by the International Reading Association in 2002.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e This book belongs to the field of teaching and learning theory and describes how teachers should design and implement reading classes for multiple students.\u003cbr\u003e It shows what characteristics of reading instruction are emphasized in recent reading research, how to directly teach students how to read, how to promote students' meaning construction, how to select texts appropriate for students' level, how to utilize reading assessments in class, and how to reflect on one's own reading instruction.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e In this book, ‘guiding’ means ‘scaffolding.’ \u003cbr\u003eScaffolding is a concept that emerged from Vygotsky's social constructivism theory and has become a core concept in today's teaching and learning theory.\u003cbr\u003e Almost all books that deal with teaching and learning for each subject and each area present teaching methods that teachers can use in teaching that subject or area, which are equivalent to scaffolding.\u003cbr\u003e This book presents an appropriate scaffolding for Korean language reading classes for 3rd and 8th graders.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e The authors present not only scaffolding activities for reading but also models for reading instruction.\u003cbr\u003e After synthesizing the scaffolding activities that develop reading skills, these are integrated and explained as the [Guided Comprehension Model].\u003cbr\u003e This model consists of three major stages: a teacher-led whole group guidance stage, a teacher- and student-led small group activity stage, and a teacher-led whole group reflection stage. \u003cbr\u003eThe second stage again takes into account the students' level and consists of 'teacher-guided small group instruction, student-led reading routine, and student-led reading center'.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e This book emphasizes the leadership of teachers and students in reading classes.\u003cbr\u003e Proactiveness is a concept introduced by the OECD's Education 2030 initiative. The OECD emphasized \"transformative competencies\" as the competencies necessary for survival in an uncertain future, and emphasized the need for \"agency\" on the part of teachers and learners to teach and learn these competencies.\u003cbr\u003e This book designs a [reading guidance model] to enable teachers and students to participate in reading classes by taking initiative as collaborative actors at each stage of the class.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e In summary, the content, methods, and background philosophy of reading teaching and learning explained in this book are all well connected to modern reading theory. \u003cbr\u003eThe concepts emphasized in this book, such as guidance, scaffolding, reading strategies, direct teaching, matching readers and texts, agent-led learning, learning group management (whole group → small group → whole group), and informal assessment, are concepts emphasized in the theories of social constructivism, cognitive constructivism, small group cooperative learning, metacognition, and transformative capacity, which explain modern reading classes.\u003cbr\u003e Moreover, this book does not stop at explaining such concepts at an abstract level, but also presents worksheets, assessment tools, lesson models, and teaching plans so that teachers in the field can follow them concretely.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e We hope that this book will help teachers who teach reading in elementary and middle school Korean language classes, as well as prospective teachers studying at teacher training colleges, understand reading instruction and help them develop practical knowledge about reading instruction. \u003cbr\u003eToday, reading guidance is carried out not only in schools but also outside of schools, such as at home, local children's centers, reading education centers, libraries, religious institutions, and academies.\u003cbr\u003e I hope this book will also be helpful to reading teachers at social education institutions.\u003cbr\u003e\n\n\u003c\/div\u003e\u003c\/div\u003e\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Translator's Preface\u003cbr\u003e Author's Preface\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 1.\u003cbr\u003e Concepts and Principles of [Reading Guide]\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e The concept of [Guiding Reading]\u003cbr\u003e 2.\u003cbr\u003e Principles of Reading Comprehension\u003cbr\u003e 1) Reading is a socially constructed process.\u003cbr\u003e 2) Balanced literacy is a framework for teaching reading comprehension.\u003cbr\u003e 3) A competent reading teacher influences student learning.\u003cbr\u003e 4) Skilled readers are strategic and take an active role in the reading process.\u003cbr\u003e 5) Reading must occur in a meaningful context.\u003cbr\u003e 6) Students are encouraged to engage with a variety of texts at different levels.\u003cbr\u003e 7) Vocabulary development and instruction influence reading comprehension.\u003cbr\u003e 8) Immersion is a key factor in the reading process.\u003cbr\u003e 9) Reading strategies and skills can be taught.  \u003cbr\u003e10) Dynamic assessment informs reading instruction.\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 2.\u003cbr\u003e Step 1: Teacher-led whole-group guidance\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e Organizing Step 1\u003cbr\u003e 2.\u003cbr\u003e Participate in direct teaching\u003cbr\u003e 1) Steps of direct teaching\u003cbr\u003e 2) Reading Strategy: Focus on Guidance\u003cbr\u003e 3.\u003cbr\u003e Reading Routine\u003cbr\u003e 1) Ask the author a question\u003cbr\u003e 2) Complementary teaching method\u003cbr\u003e 3) Reading Circle\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 3.\u003cbr\u003e Step 2: Teacher-guided small group and student-led independent practice\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e Organizing Step 2\u003cbr\u003e 2.\u003cbr\u003e Teacher-guided small group instruction\u003cbr\u003e 1) Recall the strategy\u003cbr\u003e 2) Guide students\u003cbr\u003e 3) Put it into practice\u003cbr\u003e 4) Reflect and Expand\u003cbr\u003e 3.\u003cbr\u003e Student-Led Reading Center\u003cbr\u003e 1) Student responsibility\u003cbr\u003e 2) Ideas for creating a reading center\u003cbr\u003e 4.\u003cbr\u003e Student-led reading routine\u003cbr\u003e 1) Ask the author a question\u003cbr\u003e 2) Complementary teaching method\u003cbr\u003e 3) Reading circle\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 4.\u003cbr\u003e Step 3: Teacher-led whole-group reflection and goal setting\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e Organizing Step 3\u003cbr\u003e 2.\u003cbr\u003e Reflection and Goal Setting in the [Reading Guide Model]\u003cbr\u003e 1) Diversify components\u003cbr\u003e 2) Provide a prompt\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 5.\u003cbr\u003e Text by level\u003c\/b\u003e\u003cbr\u003e \u003cbr\u003e1.\u003cbr\u003e Student reading level and accessible text\u003cbr\u003e 2.\u003cbr\u003e Factors affecting accessibility\u003cbr\u003e 1) Reader factor\u003cbr\u003e 2) Text factor\u003cbr\u003e 3.\u003cbr\u003e Selecting appropriate texts for students\u003cbr\u003e 1) Student information\u003cbr\u003e 2) Text information\u003cbr\u003e 4.\u003cbr\u003e How to distinguish between text levels\u003cbr\u003e 1) Level classification system\u003cbr\u003e 2) Teacher's judgment\u003cbr\u003e 3) Comparison with existing level-based book lists\u003cbr\u003e 4) List of publications and websites for books by level\u003cbr\u003e 5.\u003cbr\u003e Organizing Text in the Classroom\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 6.\u003cbr\u003e Evaluation in [Reading Guide]\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e The various roles of assessment in [Guiding Reading]\u003cbr\u003e 2.\u003cbr\u003e Connection to state-level assessments\u003cbr\u003e 3.\u003cbr\u003e Assessment techniques that can be applied in the classroom\u003cbr\u003e 1) Evaluation techniques to understand students' backgrounds\u003cbr\u003e 2) Techniques for assessing students' reading level and strategy use\u003cbr\u003e 4.\u003cbr\u003e Using Assessment Results: Grouping and Student-Text Pairing\u003cbr\u003e 5.\u003cbr\u003e [Reading Guide Profile]\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 7.\u003cbr\u003e Classroom Application of [Reading Guide]\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e [Reading Guide] Classroom\u003cbr\u003e 2.\u003cbr\u003e [Reading Guide] Plan (Lesson Plan)  \u003cbr\u003e1) Example of Teacher Beth's 4th Grade [Reading Guide] Plan\u003cbr\u003e 2) Example of Teacher Jacquelyn's 6th Grade [Reading Guide] Plan\u003cbr\u003e 3) Example of Mr. Richard's 8th grade [Guiding Reading] plan\u003cbr\u003e\u003cbr\u003e \u003cb\u003eChapter 8.\u003cbr\u003e Reflections on [Guiding Reading]\u003c\/b\u003e\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e Teacher's Response to [Guiding Reading]\u003cbr\u003e 1) Mr. Kim's reflections\u003cbr\u003e 2) Other teachers' reactions\u003cbr\u003e 2.\u003cbr\u003e Student Responses to [Guiding Reading]\u003cbr\u003e 3.\u003cbr\u003e Reflections from our authors\u003cbr\u003e 4.\u003cbr\u003e finish\u003cbr\u003e\u003cbr\u003e Appendix A: Map Ideas (Techniques) and Activity Materials\u003cbr\u003e Appendix B: Worksheet Forms for Organizing and Operating Reading Centers and Routines\u003cbr\u003e Appendix C Reading Response Prompts (Questions and Instructions)\u003cbr\u003e Appendix D Level-Based Book Resources\u003cbr\u003e Appendix E Evaluation Form\u003cbr\u003e Appendix F [Reading Guide] Example Lesson Plan\u003cbr\u003e\u003cbr\u003e REFERENCES\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e I am deeply grateful to Yeokrak Publishing for deciding to publish this book during these difficult times.\u003cbr\u003e I received a lot of help from various teachers at the publishing company, including copyright consultation, design, editing, proofreading, and promotion. \u003cbr\u003eI would also like to take this opportunity to express my gratitude to the professors who shared their valuable opinions while reading the first draft of the translation of this book with me in the Reading, Discussion, and Writing Education major at Gwangju National University of Education Graduate School during the summer semester of 2022.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e July 2023\u003cbr\u003e\u003cbr\u003e Translator's note \u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e September 20, 2023\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 432 pages | 188*257*18mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9791167425447 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default 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