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| As we navigate the fourth week of classes, you may be experiencing that moment when your summer vision of the semester, so carefully laid out in your syllabus, starts to bump up against your students’ busy schedules and reading habits. Although a quiet day in class may sometimes mean that students didn’t do the reading, John Orlando observes that other times it means that “many students simply didn’t get the needed information out of the assigned texts.” In How to Improve Student Comprehension of Difficult Texts, Orlando offers helpful, concrete advice about steps you can take to help your students navigate reading assignments they find challenging—not by offloading their reading to AI, but by helping them think about what they need to accomplish with a particular reading and identifying strategies for breaking a reading down and making sense of it. |