Comprehension Instruction Research-Based Best Practices

ISBN-10: 1593857004

ISBN-13: 9781593857004

Edition: 2nd 2002 (Revised)

List price: $47.00
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Book details

List price: $47.00
Edition: 2nd
Copyright year: 2002
Publisher: Guilford Publications
Publication date: 4/22/2008
Binding: Paperback
Pages: 447
Size: 7.00" wide x 10.00" long x 0.75" tall
Weight: 1.760
Language: English

Cathy Collins Block,PhD,has served on the graduate faculty of Texas Christian University (TCU) since 1977. She presently serves, has served, or was elected to serve on the Board of Directors of the International Reading Association, National Reading Conference, Literacy First, New Zealand AWARD Program, U.S. Department of Education Regional Research Laboratory, Pacific Resources for Education and Learning Laboratory, National Center for Learning Disabilities, IBM Education Board of Advisors, National Center for Learning Disabilities, America Tomorrow, and Nobel Learning Communities. Dr. Block has written more than 250 research articles, books, and chapters concerning comprehension development, vocabulary achievement, exemplary teaching practices, and effects of curricular initiatives on student literacy success. She has taught every grade level, from preschool to graduate school, and served as consultant to hundreds of school districts in the United States and around the world. In 2005, she received the highest award bestowed by TCU to a professor for her outstanding teaching and scholarship across the country: the Chancellor’s Award for Distinguished Teaching and Scholarship. nbsp; Sheri R. Parris, MEd,is currently completing her PhD at the University of North Texas while teaching undergraduate reading courses. Her major area of study is reading education, with a minor in neuroscience. As a former middle school teacher, her emphasis is on secondary reading issues. Currently, she serves as Secretary and Vice President of the Gifted and Talented Special Interest Group of the International Reading Association (IRA) and has recently served on the IRA Adolescent Literacy Committee. Ms. Parris was invited to speak at the 2007 IRA conference to present "The Expertise of Adolescent Literacy Teachers," published in April 2007 in theJournal of Adolescent and Adult Literacy. Additionally, she coauthored two chapters in the 2006 bookCollaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student(by Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block), which was nominated for the 2007 Ed Fry Book Award of the National Reading Conference.

Introduction
Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000)
Beyond Borders: A Global Perspective on Reading Comprehension
Research on Teaching Comprehension: Where We've Been and Where We're Going
Dual Coding Theory: Reading Comprehension and Beyond
Cognitive Flexibility and Reading Comprehension: Relevance to the Future
Metacognition in Comprehension Instruction: What We've Learned Since NRP
Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension
Neuroscience: What Brain-Based Research Tells Us about Reading Comprehension
Looking at Reading Comprehension through the Lens of Neuroscience
Using Neuroscience to Inform Reading Comprehension Instruction
How Neuroscience Informs Our Teaching of Elementary Students
How Neuroscience Informs Our Teaching of Adolescent Students
Improving Comprehension Instruction
Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts
Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text
Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students
Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction
Improving Reading Comprehension through Writing
New Insights on Motivation in the Literacy Classroom
Differentiated Comprehension Instruction
Comprehension Instruction in Action: The Elementary Classroom
Comprehension Instruction in Action: The Secondary Classroom
Comprehension Instruction in Action: The At-Risk Student
Comprehension Instruction for English Learners
Technology and Comprehension Instruction: New Directions
Games and Comprehension: The Importance of Specialist Language
Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension
Scaffolding Digital Comprehension
Technologically Based Teacher Resources for Designing Comprehension Lessons
Conclusion
Summing Up
Epilogue: What the Future of Reading Research Could Be
Author Index
Subject Index
Contributors
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