TY  - BOOK
AU  - Flemming,Laraine
AU  - Fabish,Jordan
TI  - Reading for results
SN  - 9781133589969 (alk. paper)
AV  - PE 1122 F599r 2014
PY  - 2014///
CY  - Boston, Mass.
PB  - Wadsworth/Cengage Learning
KW  - Inglés
KW  - Retórica
KW  - Problemas, ejercicios, etc
KW  - Lectores universitarios
N1  - Includes index; Strategies for Learning from Textbooks – Introduces the SQ3R reading method: Survey, Question, Read, Recall, Review.
Building Word Power – Focuses on vocabulary development through context clues and word analysis.
General and Specific Sentences Work Together… – Explains sentence structure and their role in communication.
Getting to the Point of Paragraphs – Teaches how to locate topic sentences and main ideas.
Getting to the Point of Longer Readings – Strategies for identifying thesis statements in extended texts.
Focusing on Supporting Details in Paragraphs – Differentiates between major and minor supporting information.
Focusing on Supporting Details in Longer Readings – Methods for outlining multi-paragraph readings.
Focusing on Inferences in Paragraphs – Develops inferential reasoning skills.
Understanding the Role of Inferences in Longer Readings – Builds on inference strategies over longer texts and includes summarizing techniques.
Learning from Organizational Patterns in Paragraphs – Covers patterns like definition, listing, cause/effect, classification, etc.
Combining Patterns in Paragraphs and Longer Readings – Guides on mixed patterns and recognizing organizational cues.
Responding to Persuasive Writing – Helps the reader identify author intent and evaluate persuasive arguments.
Additional Sections:
Putting It All Together – A series of readings applying all the learned skills.
Appendix
Index
N2  - This edition has been significantly revised to align with the Common Core Standards. It incorporates the latest reading research, introducing new strategies for identifying main ideas through keyword repetition and reference tracking. It features updated selections from textbooks, think-aloud instructions to model the reading process, and flexible chapter sequencing—allowing learners to progress from paragraphs to longer passages and back as needed. The book preserves a clear, step-by-step approach suited for both students and instructors, deeply informed by cognitive reading theories such as those from Walter Kintsch
ER  -