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ERIC Number: ED501172
Record Type: Non-Journal
Publication Date: 2008-Apr
Pages: 428
Abstractor: ERIC
Reference Count: N/A
ISBN: 978-1-5938-5701-1
ISSN: N/A
Comprehension Instruction: Research-Based Best Practices. Solving Problems in the Teaching of Literacy. Second Edition
Block, Cathy Collins, Ed.; Parris, Sheri R., Ed.
Guilford Publications
Now in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. All 25 chapters are new, with coverage of such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings. Following an introduction (Cathy Collins Block and Sheri R. Parris) and a foreword (Lesley Mandel Morrow), the book is divided into six parts. Part I, Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000), presents: (1) Beyond Borders: A Global Perspective on Reading Comprehension (Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher); (2) Research on Teaching Comprehension: Where We've Been and Where We're Going (Cathy Collins Block and Gerald G. Duffy); (3) Dual Coding Theory: Reading Comprehension and Beyond (Mark Sadoski); (4) Cognitive Flexibility and Reading Comprehension: Relevance to the Future (Kelly B. Cartwright); (5) Metacognition in Comprehension Instruction: What We've Learned Since NRP (Linda Baker); and (6) Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension (Donna Caccamise, Lynn Snyder, and Eileen Kintsch). Part II, Neuroscience: What Brain-Based Research Tells Us about Reading Comprehension, continues with: (7) Looking at Reading Comprehension through the Lens of Neuroscience (Allan Paivio); (8) Using Neuroscience to Inform Reading Comprehension Instruction (Cathy Collins Block and Sheri R. Parris); (9) How Neuroscience Informs Our Teaching of Elementary Students (Renate N. Caine); and (10) How Neuroscience Informs Our Teaching of Adolescent Students (Sheri R. Parris). Part III, Improving Comprehension Instruction, contains: (11) Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts (Mary Helen Thompson); (12) Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text (Joanna P. Williams); (13) Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students (Laura B. Smolkin, Erin M. McTigue, and Carol A. Donovan); (14) Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction (Alina Reznitskaya, Richard C. Anderson, Ting Dong, Yuan Li, Il-Hee Kim, and So-Young Kim); (15) Improving Reading Comprehension through Writing (Kathy Headley); and (16) New Insights on Motivation in the Literacy Classroom (Jacquelynn A. Malloy and Linda B. Gambrell). Part IV, Differentiated Comprehension Instruction continues with: (17) Comprehension Instruction in Action: The Elementary Classroom (Nell K. Duke and Nicole M. Martin); (18) Comprehension Instruction in Action: The Secondary Classroom (Douglas Fisher and Nancy Frey); (19) Comprehension Instruction in Action: The At-Risk Student (Michael F. Hock, Irma F. Brasseur, and Donald D. Deshler); and (20) Comprehension Instruction for English Learners (Robert Rueda, Alejandra Velasco, and Hyo Jin Lim). Part V, Technology and Comprehension Instruction: New Directions, contains: (21) Games and Comprehension: The Importance of Specialist Language (James Paul Gee); (22) Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension (Donald J. Leu, Julie Coiro, Jill Castek, Douglas K. Hartman, Laurie A. Henry, and David Reinking); (23) Scaffolding Digital Comprehension (Bridget Dalton and David Rose); (24) Technologically Based Teacher Resources for Designing Comprehension Lessons (Jan Lacina); Part VI, Conclusion, closes with: (25) Summing Up (Sheri R. Parris and Cathy Collins Block). An epilogue, "What the Future of Reading Research Could Be" (Michael Pressley), is also provided.
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: Students; Teachers; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324G060039; R305G030070