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This book started with a simple idea -- examine models of reading
instruction that have emerged during the past 20 years. These
models span a wide range of instruction representing a continuum
from highly structured, task analytic instruction to child-centered
and holistic instruction. Each model has its own epistemology or
views on how "reading" and "instruction" are to be defined. The
different epistemologies indicate different principles of
instruction which, in turn, indicate different practices in the
classroom. Each model is also supported by a different research
base. In this volume, leading proponents of these different models
discuss their ideas about reading instruction thereby encouraging
readers to make their own comparisons and contrasts.
Originating in a recent CIERA conference held at the University of Michigan, this book brings together the nation's most distinguished researchers to examine how readers understand text and how comprehension is assessed. The first part provides both national and historical contexts for the study of reading comprehension. The second part examines how vocabulary, motivation, and expertise influence comprehension, and it includes analyses of the developmental course and correlates of comprehension. Chapters in the third part consider how schools focus on comprehension for instruction and assessment. The fourth part includes chapters on large-scale assessment that analyze how test formats and psychometric characteristics influence measures of reading comprehension. At the end of each part is a commentary--written by an expert--that reviews the chapters, critiques the main points, and synthesizes critical issues. Key features of this outstanding new book include: *Integration of Research and Practice--provides a bridge between conceptual issues studied by researchers concerned with reading comprehension theories and practical issues addressed by educators concerned with classroom instruction and assessment. *Comprehension Focus--provides a thorough history and rigorous research-based analyses of reading comprehension. *Assessment Focus--provides innovative approaches to comprehension assessment that include the influences of vocabulary, decoding, and motivation. *Synthetic Commentaries--provides periodic summaries that analyze and synthesize research, practices, and issues discussed in each part. *Expertise--contributing authors and commentators are highly respected authorities on reading comprehension (see table of contents). This text is appropriate for educational and psychological researchers, reading educators, and graduate students in education and psychology. It is part of the CIERA series, which includes the following volumes: Taylor and Pearson: Teaching Reading: Effective Schools, Accomplished Teachers (2002) Van Kleeck, Stahl, and Bauer: On Reading Books to Children: Parents and Teachers (2003) Hoffman and Schallert: The Texts in Elementary Classrooms (2005)
"On Reading Books to Children: Parents and Teachers" brings
together in one volume current research on adult book reading to
children. The authors, drawn from around the world, are key
researchers and eminent scholars from the fields of reading and
literacy, child language, speech pathology, and psychology,
representing multiple perspectives within these disciplines.
This book started with a simple idea -- examine models of reading
instruction that have emerged during the past 20 years. These
models span a wide range of instruction representing a continuum
from highly structured, task analytic instruction to child-centered
and holistic instruction. Each model has its own epistemology or
views on how reading and instruction are to be defined. The
different epistemologies indicate different principles of
instruction which, in turn, indicate different practices in the
classroom. Each model is also supported by a different research
base. In this volume, leading proponents of these different models
discuss their ideas about reading instruction thereby encouraging
readers to make their own comparisons and contrasts.
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