Linda Dorn and Carla Soffos describe the process of comprehension as a reflection of the mind—a window into the reader's thoughts. In Teaching for Deep Comprehension they discuss comprehension from a socio-cognitive perspective — specifically, how teachers can use the social context of reading workshop to promote deep comprehension. The book is framed around three guiding questions:
Can comprehension be taught?
How does a model become a barrier to comprehension?
When does a tool become the reason for reading?
Contents Foreword Acknowledgments Introduction Chapter 1: Understanding Comprehension Chapter 2: Reading for Deep Comprehension Chapter 3: Language for Literacy Learning Chapter 4: Teaching for Strategic Processing Chapter 5: Understanding Language for Comprehending Texts Chapter 6: A Workshop Approach to Literacy Learning Chapter 7: Creating Literature Discussion Groups Chapter 8: Designing Mini-Lessons for Deep Comprehension Appendixes