Developing Reading Comprehensi

1. Auflage 2013
ISBN: 978-1-118-60676-6
Verlag: Wiley

Buch, Englisch, 216 Seiten, Format (B × H): 175 mm x 250 mm, Gewicht: 552 g

Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11.
* An in-depth introduction to the 'poor comprehender profile', which describes children who despite being fluent readers have difficulty extracting meaning from text.
* Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals' experience in delivering the techniques described.
* Includes an overview of psychological theories of reading comprehension, evaluating their practical applicability.

Autoren/Hrsg.

Clarke, Paula J

Truelove, Emma

Hulme, Charles

Snowling, Margaret J

Fachgebiete

• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Kinder- und Jugendpsychologie
• Sozialwissenschaften Pädagogik Pädagogik Pädagogische Psychologie
• Sozialwissenschaften Psychologie Allgemeine Psychologie Kognitionspsychologie Lernen
• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Schulpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik Lernschwierigkeiten, Legasthenie, ADHS
• Sozialwissenschaften Psychologie Allgemeine Psychologie Entwicklungspsychologie Pädagogische Psychologie

Inhaltsverzeichnis

List of Figures vii

List of Boxes xi

Foreword by Jean Gross CBE xiii

Acknowledgements xv

Chapter 1 What is Reading Comprehension? 1

Chapter 2 The Poor Comprehender Profile 13

Chapter 3 The York Reading for Meaning Project: An Overview 27

Chapter 4 Teaching Principles 47

Chapter 5 Intervention Materials: Oral Language Programme 59

Chapter 6 Intervention Materials: Text Level Programme 99

Chapter 7 Intervention Materials: Combined Programme 135

Chapter 8 Feedback and Evaluation 141

Chapter 9 Theoretical and Practical Implications 157

Appendices

Appendix 1. Consent Procedures 165

Appendix 2. Training of Teaching Assistants 166

Appendix 3. Teaching Assistant Feedback on Training 166

Appendix 4. Manual Production 168

Appendix 5. Additional Preparation 168

Appendix 6. Fortnightly Tutorial Groups 169

Appendix 7. Record Sheets 169

Appendix 8. Observations and On-site Feedback 170

Appendix 9. Newsletters 172

Appendix 10. Sharing Data 172

Glossary 175

References 187

Über Autor(innen)

Paula Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.

Emma Truelove is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.

Charles Hulme is Professor of Psychology at University College London.

Margaret J. Snowling is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.