This practitioner resource and course text has given thousands of K-12 teachers evidence-based tools for helping students--particularly those at risk for reading difficulties--understand and acquire new knowledge from text. The authors present a range of scientifically validated instructional techniques and activities, complete with helpful classroom examples and sample lessons. The book describes ways to assess comprehension, build the skills that good readers rely on, and teach students to use multiple comprehension strategies flexibly and effectively. Each chapter features thought-provoking discussion questions. Reproducible lesson plans and graphic organizers can be downloaded and printed in a convenient 8 1/2" x 11" size. New to This Edition *Chapters on content-area literacy, English language learners, and intensive interventions. *Incorporates current research on each component of reading comprehension. *Discusses ways to align instruction with the Common Core State Standards. *Additional instructional activities throughout.
Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development.
The Handbook of Research on Reading Comprehension assembles researchers of reading comprehension, literacy, educational psychology, psychology, and neuroscience to document the most recent research on the topic.
New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. ...
With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning—and the changing nature of literacy itself—in today's K–12 classrooms.
From Clunk to Click: Collaborative Strategic Reading
This book explores the problem within the context of social, historical, cultural, and biological factors.
New to This Edition *Incorporates the latest research on word recognition and its connections to vocabulary, reading fluency, and comprehension. *Chapter on morphological (meaning-based) instruction. *Chapter on English language learners. ...
Educational Psychologist, 25, 71–86. Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. Zimmerman & D. H. Schunk (Eds.), Self‐regulated learning and academic achievement (pp. 125–151). Mahwah, NJ: Erlbaum.
Normal reading comprehension has also been a favorite with researchers. However, scarce interest has been paid to subjects who have comprehension difficulties. This book is an attempt to remedy this situation.
This book also considers comprehension for different purposes, in particular reading for pleasure and reading to learn and explores how reader characteristics such as interest and motivation can influence the comprehension process.