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Compelling readings. Innovative writing assignments. Research-based explanations and exercises. READING FOR RESULTS, 13th Edition, includes all the trademark features you've come to expect from this leader in developmental reading instruction. Known for her ability to turn abstract reading theory into concrete reading practice, Laraine Flemming is back with a host of new explanations, exercises, and assignments that show students how to read and respond to textbook reading. This edition features brand new pointers on screen reading, numerous new writing assignments, expanded instruction on interpreting visual aids, more emphasis on a multi-sensory approach to learning, increased focus on evaluating web information, and much more.
- Brand New Pointers on Screen Reading: Research comparing reading from print books vs. reading from screens frequently shows a drop of comprehension when students read on screen. The 13th edition makes use of those studies by suggesting strategies for screen reading that will help students switch from paper to screen without missing a beat.
- More on Visual Aids: Research shows that inexperienced readers tend to skip visual aids, not realizing why ignoring visual aids is a huge mistake. The new edition shows students, step-by-step, how to interpret the graphs, charts, and photos they encounter in their reading.
- Increased Focus on Evaluating Web Information: Research suggests that students haven't completely mastered how to search for and evaluate information found on the Web. Chapter 1 now includes a revised explanation and a new exercise focusing on website evaluation.
- New Argument Diagrams for Revision Analysis: To help students master argument structure as writers, Chapter 12 introduces new diagrams that encourage students to visualize their evidence, consider its relevance, and imagine the question readers might pose in response.
- Completely Revised Chapter on the Terms "General" and "Specific": Chapter 3, "Looking for Specific Topics and General Main Ideas," now forges a stronger link between understanding the terms "general" and "specific" and shows students how to use that understanding to identify the key elements of a paragraph or reading. Chapter 3 also makes greater use of diagrams to visually echo explanations in the text.
- Influenced by New Research on the Workings of the Brain: The decades-old idea that learning increases when readers activate several senses at the same time--reading, writing, and reciting aloud--has gained additional credence from current learning research. Guided by these findings, READING FOR RESULTS includes numerous, new visual aids that enhance the text's explanations. It also places more emphasis on learning by taking a multi-sensory approach.
- A Host of New Topical Readings: From its first appearance on the market, READING FOR RESULTS has been lauded for reading selections that keep even the most reluctant readers glued to the page. This edition is no exception, and the range of topics is lively and diverse. Among the numerous new topics covered are the origin of Emoji, the scary results of Stanley Milgram's notorious obedience experiments, the enforced enrollment of native-Americans in reservation schools, and the complicated struggle to maintain one's privacy while going public on the Web.
- Reading Tips throughout the chapters provide brief active-reading strategies that help students apply skills such as making inferences, determining main ideas, and note taking.
- Check Your Understanding quizzes ask students to recall the key points from the chapter.
- A Host of New "From Reader to Writer" Assignments: Many students don't understand that reading is always a collaborative enterprise, with writers leaving clues that enable readers to recreate the writer's message. Each chapter in this edition contains numerous new "From Reader to Writer" assignments asking readers to take on the role of writer and make use of the very cues and clues they just learned about as readers.
- Vocabulary Checks at the end of every chapter review the words defined in the chapter.
1. Strategies for Learning from Textbooks.
2. Building Word Power.
3. Looking for Specific Topics and General Main Ideas.
4. Getting to the Point of Paragraphs.
5. Getting to the Point of Longer Readings.
6. Focusing on Supporting Details in Paragraphs.
7. Focusing on Supporting Details in Longer Readings.
8. Focusing on Inferences in Paragraphs.
9. Understanding the Role of Inferences in Longer Readings.
10. Learning from Organizational Patterns in Paragraphs.
11. Combining Patterns in Paragraphs and Longer Readings.
12. Responding to Persuasive Writing.
Putting It All Together.
"I really appreciate the informal, friendly, nonthreatening tone of the explanations and examples in the book."
"The explanations and clarity of explanations/format of models for key concepts are my favorite parts of this book. My students tell me that they are very clear and like the summary boxes that give them tips, summaries of key points, or those that ask them to recall main points ("check your understanding" boxes)."
Cengage provides a range of supplements that are updated in coordination with the main title selection. For more information about these supplements, contact your Learning Consultant.
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