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What separates a good reader from a great reader? Good habits! Respected authors Doug Fisher and Nancy Frey join Adam Berkin to present a simple plan that helps teachers move students towards higher achievement by capitalizing on seven research-driven habits of strong readers. Each habit--from "reading to learning" to thinking critically--is explained in a dedicated chapter that prepares teachers to nurture good habits in all of their students, building a classroom community of avid readers. *Great Readers See Themselves as Readers *Great Readers Make Sense of Text *Great Readers Use What They Know *Great Readers Understand How Stories Work *Great Readers Read to Learn *Great Readers Monitor and Organize What They Read *Great Readers Are Critical Responses from the Field The authors have "nailed" it as far as the chapter topics capturing important issues in comprehension development go. The order of topics is spot-on developmentally. I am in awe of the skill the authors showed in integrating and operationalizing so many of the comprehension techniques and strategies that teachers are taught all through their coursework.Barbara Pettegrew, Otterbein College I would consider this one of the best user-friendly approaches to critical literacy that I have seen. Roderick E. Winters, Winona State University About the Authors Nancy Frey, Ph.D., is an Associate Professor of Literacy in the School of Teacher Education at San Diego State University. Before joining the university faculty, Nancy was a teacher in the Broward County (FL) Public Schools, where she taught at the elementary and middle school level. She later worked for the Florida Department of Education on a statewide project for supporting students with diverse learning needs in general education curriculum. She is a recipient of the Christa McAuliffe award for excellence in teacher education from the American Association of State Colleges and Universities. Her research interests include reading and literacy, assessment, intervention, and curriculum design. She has co-authored several books on literacy. She teaches a variety of courses in SDSU's teacher-credentialing program on elementary and secondary literacy in content area instruction and supporting students with diverse learning needs. Douglas Fisher, Ph.D., is a Professor of Language and Literacy Education in the Department of Teacher Education at San Diego State University, the Co-Director for the Center for the Advancement of Reading at the California State University Chancellor's Office, and the past Director of Professional Development for the City Heights Educational Collaborative. He is the recipient of an International Reading Association Celebrate Literacy Award, the Farmer award for excellence in writing from the National Council of Teachers of English, as well as a Christa McAuliffe award for excellence in teacher education. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design as well as several books on literacy. He has taught a variety of courses in SDSU's teacher-credentialing program as well as graduate-level courses on English language development and literacy. A former early intervention specialists, language development specialist, he has also taught high school English, writing, and literacy development. Adam Berkin has spent his career in education, working in teaching, educational publishing and staff development. He holds a MEd in Elementary Education from Lesley College and MA in English from University of Chicago. Adam began his career in teaching, working in both elementary and middle schools. He also was an Adjunct Professor at Bank Street College of Education. In the last ten years, Adam has worked at several education publishing.Adam works closely with teachers, administrators and researchers to conceptualize innovative, research-based products. Adam's publications include articles in Instructor, Children's Literature in Education and Creative Classroom. He regularly presents at IRA and NCTE.
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这本书简直像是我一直以来渴望的一把金钥匙，解锁了我阅读世界的全新维度。在读《Good Habits, Great Readers》之前，我对阅读的理解仅仅停留在“看书”的层面，它是一种消遣，一种获取信息的方式。然而，这本书让我意识到，阅读的深度和广度远非如此。作者就像一位经验丰富的向导，耐心地指引我如何更深入地理解文字背后的含义，如何捕捉作者的情感和意图，甚至如何从中提炼出更深层次的哲理。我从未想过，仅仅改变一下阅读的节奏和注意力分配，就能让文字像活起来一样，与我进行一场深刻的对话。书中提出的许多方法，例如主动提问、联系个人经验、以及在阅读后进行反思和总结，都非常有启发性。我开始尝试将这些方法融入我的日常阅读习惯中，惊喜地发现，以前那些囫囵吞枣的段落，现在都变得意味深长。我不再只是被动地接收信息，而是积极地参与到阅读过程中，仿佛在与作者一起探索一个未知的世界。这种参与感让我对阅读本身产生了前所未有的热情，也让我对书本中的知识有了更深刻的理解和更持久的记忆。这本书不只是教我如何“读”书，更重要的是，它教会了我如何“成为”一个真正意义上的读者，一个能够从书中汲取智慧、滋养心灵的读者。
评分这本书，在我看来，与其说是一本关于阅读的书，不如说是一本关于“如何更好地生活”的书，而阅读，只是其中的一个重要切入点。我一直以来对阅读的态度，可以用“随性”来形容，想到什么就读什么，也没有什么特别的目标，更多的是一种消遣。然而，《Good Habits, Great Readers》这本书，以一种非常温和但又极具力量的方式，让我看到了自己阅读习惯中存在的“短板”，以及这些短板可能对我的生活和成长带来的长远影响。它不像一些励志书那样空泛，而是提供了许多具体、可操作的方法，比如如何高效地利用碎片时间，如何建立有意义的阅读笔记，以及如何将从书中获得的知识转化为实际行动。我开始尝试书中提到的一些“小习惯”，比如每天固定阅读半小时，或者在阅读某个主题的书籍时，有意识地去做一些相关的思考和记录。让我惊喜的是，这些“小习惯”的积累，竟然真的带来了巨大的改变。我发现自己对事物的理解更加深刻了，解决问题的能力也得到了提升，甚至连与人交流时，也能够引经据典，说出更有见地的话来。这本书让我明白，阅读不仅仅是获取知识，更是塑造品格、提升能力的绝佳途径，而《Good Habits, Great Readers》，就是帮助我走上这条道路的最佳引路人。
评分我必须说，《Good Habits, Great Readers》就像一本专门为我量身定做的“阅读升级手册”。长久以来，我总觉得自己的阅读效率不高，读过的书很多，但真正留在脑海里、能够指导我生活的却寥寥无几。这本书的出现，彻底改变了我的看法。它不仅仅是提供了一些技巧，更重要的是，它帮助我认识到了阅读习惯的内在逻辑和长远价值。书里的一些观点，比如“阅读是一种投资，而非消费”，让我醍醐灌顶。我过去总是在书海中漫无目的地遨游，却从未想过要为自己的阅读设定一个清晰的目标，更别提如何系统地构建一个能够持续输出的阅读体系了。这本书给了我这个框架。它强调了坚持和连贯性的重要性，通过一些小而可行的步骤，引导我循序渐进地培养更健康的阅读习惯。我发现，当我有意识地去安排阅读时间，去选择那些真正能引起我兴趣的书籍，并积极地去消化和吸收时，我的阅读体验发生了质的飞跃。以前觉得枯燥乏味的章节，现在也能够津津有味地读下去，因为我开始理解作者的用心，也开始从中找到与自己相关的点。这本书让我明白了，成为一个“优秀读者”不是一蹴而就的，而是一个需要耐心和策略的长期过程，而它恰好给了我最清晰、最有效的指引。
评分读完《Good Habits, Great Readers》，我感觉自己像是获得了一张通往知识殿堂的“VIP通行证”。之前，我对阅读的认识就像是站在一个巨大的图书馆门口，里面陈列着无数的书籍，我却不知道该如何下手，更别提如何从中找到最适合自己的、能够真正滋养我心灵的书籍了。《Good Habits, Great Readers》就像那位博学的图书管理员，它并没有直接告诉我“读什么”，而是教会了我“如何选择”和“如何真正地阅读”。它打破了我之前那种“越多越好”的阅读观念，而是强调了“质量”和“深度”的重要性。书中提出的关于“主动阅读”和“批判性思维”的概念，对我触动尤其大。我过去常常陷入书中的观点，很少去质疑和反思，而这本书让我明白了，真正的阅读是与作者的对话，是思想的碰撞。我开始尝试在阅读过程中不断提问，去寻找证据，去评估论点。这种改变让我对书籍的理解更加深入，也让我能够从不同的角度去审视问题。现在，我不再害怕那些看起来“厚重”的书籍，因为我知道，只要掌握了正确的方法，即便是最复杂的知识，我也能够逐渐地消化和吸收。这本书让我对阅读这件事充满了信心，也让我对未来的学习和成长充满了期待。
评分这本书的价值，绝不仅仅是提供了一系列阅读技巧，它更像是一次灵魂的洗礼，让我重新审视了阅读在我生命中的位置。一直以来，我都是一个“被动”的阅读者，书籍对我来说，更像是故事的载体，或者知识的储存库。我很少去思考阅读本身的过程，也更少去关注阅读习惯的养成。《Good Habits, Great Readers》这本书，却以一种非常细腻和深刻的方式，引导我关注到了阅读的“道”。它探讨的不仅仅是“如何读”，更是“为何读”和“怎样才能更好地读”。我开始意识到，我的阅读习惯中存在很多盲点，比如容易被 superficial 的信息吸引，缺乏深入思考的能力，以及在阅读结束后无法有效地将知识转化为自己的东西。这本书通过一些引人入胜的案例和富有哲理的分析，让我看到了自己在这方面的不足，同时也为我指明了前进的方向。我开始尝试去建立更具目的性的阅读计划，去拥抱那些挑战性的书籍，去练习更积极的阅读策略。这种改变并非一朝一夕，但我能明显感觉到，我与书籍之间的关系正在发生微妙而深刻的变化。我不再只是一个旁观者，而是逐渐成为一个积极的参与者，一个能够在书中找到共鸣、获得启迪的灵魂伙伴。
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