Rethinking Reading Comprehension

1. Auflage 2003
ISBN: 978-1-57230-892-3
Verlag: Guilford Press

Buch, Englisch, 224 Seiten, Format (B × H): 164 mm x 226 mm, Gewicht: 327 g

Reihe: Solving Problems in the Teaching of Literacy

This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to:

*Plan effective instruction for students at all grade levels
*Meet the comprehension needs of English-language learners
*Promote adolescents' comprehension of subject-area texts
*Understand the complexities of comprehension assessment
*Get optimal benefits from instructional technologies
*And much more!

Autoren/Hrsg.

Snow, Catherine E.

Sweet, Anne Polselli

Inhaltsverzeichnis

Chapter 1. Reading for comprehension
Catherine E. Snow & Anne Polselli Sweet
Chapter 2. Comprehension Instruction: Adolescents and Their Multiple Literacies
Donna E. Alvermann & A. Johnathan Eakle
Chapter 3. The Reading Comprehension Development and Instruction of English-Language Learners
Georgia Earnest Garcia
Chapter 4. Individual Differences as Sources of Variability in Reading Comprehension in Elementary School Children
Frank R. Vellutino
Chapter 5. What Do Readers Need to Learn in Order to Process Coherence Relations in Narrative and Expository Text?
Arthur C. Graesser, Danielle S. Mcnamara, & Max M. Louwerse
Chapter 6. Collaborative Approaches to Comprehension Instruction
Annemarie Sullivan Palincsar
Chapter 7. Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding\
John T. Guthrie
Chapter 8. Taking Charge of Reader, Text, Activity, and Context Variables
Irene W. Gaskins
Chapter 9. Electronic and Multimedia Documents
Helen S. Kim & Michael L. Kamil
Chapter 10. Professional Development in Reading Comprehension Instruction
Janice A. Dole
Chapter 11. Assessment of Reading Comprehension: Researchers and Practitioners Helping Themselves and Each Other
Catherine E. Snow
Chapter 12. A Research Program for Improving Reading Comprehension: A Glimpse of Studies Whose Findings Will Aid the Classroom Teacher in the Future
Anne Polselli Sweet
Index

Über Autor(innen)

Anne Polselli Sweet, EdD, who directed the RAND reading study while Scholar-in-Residence at RAND, is with the U.S. Department of Education’s research agency, the Institute for Education Sciences, where she focuses on research in reading and K–12 literacy. She oversees national efforts to conduct research, does intramural research on literacy-related issues, and works on interagency research initiatives with the National Science Foundation and the National Institute of Child Health and Human Development. She served as program director in the U.S. Department of Education’s Office of Educational Research and Improvement (OERI) and in the National Institute of Education. Preceding her tenure with the U.S. Department, Dr. Sweet was Associate Superintendent for Instruction in Virginia. She taught reading and language arts, elementary through graduate school, and served in various leadership posts in public schooling. Her research interests include cognitive and motivational aspects of reading. Dr. Sweet has edited books, authored book chapters, and written articles for peer-reviewed research journals.

Catherine E. Snow, PhD, who chaired the RAND Reading Study Group, is the Henry Lee Shattuck Professor of Education at the Harvard Graduate School of Education. She has published widely on language development and literacy development as well as on research and policy issues in second language learning and literacy. For 17 years Dr. Snow was editor of Applied Psycholinguistics. She is a cofounder of the Child Language Data Exchange System, a past president of the American Educational Research Association, and a member of the National Academy of Education. She chaired the National Research Council Committee on Preventing Reading Difficulties in Young Children, which produced a report that has been widely adopted as a basis for reforming reading instruction.