The Thoughtful Education Guide to Reading for Meaning
- Harvey F. Silver - Silver Strong & Associates
- Elizabeth C. Reilly - Loyola Marymount University, Los Angeles, CA
- Matthew J. Perini - Silver Strong & Associates
Teaching Methods & Learning Styles
How can teachers help every student gain the most from school reading assignments? This book presents the Reading for Meaning approach - a practical, step-by-step method that helps students acquire the skills used by the most proficient readers and measurably improves their academic performance.
Drawing on years of school-tested experience, the authors provide teachers with insights on preparing students to better understand complex reading material, gather evidence from readings to build an argument, fully participate in class discussions, and write more effectively. This resource includes:
- Relevant, foundational research on reading comprehensionApplications in all subject areas, with examples from literature, math, science, and social studies
- Classroom-ready templates, checklists, sample readings and detailed examples of Reading for Meaning in action
- Recommendations for appropriate assessments
Learn how to implement Reading for Meaning during classroom instruction and support students in becoming better readers, thinkers, and communicators!
“With Reading for Meaning, there is no more of the ‘in one eye, out the other’ type of reading that so many students are guilty of, because this approach fosters students’ active engagement before, during, and after reading. Students exposed to this method over time internalize reading strategies that are essential for making meaning from complex text. In short, Reading for Meaning helps students learn from their textbooks while it prepares them to learn for life.”
"Reading for Meaning has become a weekly activity for my classroom. I use it to supplement our reading series. I find that the children in my classroom are starting to discuss the book. They will talk about why they agree or disagree with each other, and they always have good evidence to back it up. They also enjoy Reading for Meaning. When we have a week that we do not have Reading for Meaning, they get upset. This is a very useful tool that makes the children in my classroom able to think deeper into the stories and express their thoughts."