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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)
Learning new words is foundational to success in school and life.
Researchers have known for years that how many word meanings a
student knows is one of the strongest predictors of how well that
student will understand text and be able to communicate through
writing. This book is about how children learn the meanings of new
words (and the concepts they convey) and how teachers can be
strategic in deciding which words to teach, how to teach them, and
which words not to teach at all.
This book offers a comprehensive approach to vocabulary
instruction. It offers not just practical classroom activities for
teaching words (though plenty of those are included), but ways that
teachers can make the entire curriculum more effective at promoting
students' vocabulary growth. It covers the 'why to' and 'when to'
as well as the 'how to' of teaching word meanings.
Key features of this exciting new book include:
*A variety of vocabulary activities. Activities for teaching
different kinds of words such as high frequency words, high utility
words, and new concepts, are explained and illustrated.
*Guidelines for choosing words. A chart provides a simple framework
built around seven basic categories of words that helps teachers
decide which words to teach and how to teach them.
*Word learning strategies. Strategies are offered that will help
students use context, word parts, and dictionaries more
effectively.
*Developing Word Consciousness. Although specific vocabulary
instruction is fully covered, the primary goal of this book is to
develop students' independent interest in words and their
motivation to learn them.
*Integrated Vocabulary Instruction. Teachers are encouraged
toimprove the reading vocabularies of their students by looking for
opportunities to integrate vocabulary learning into activities that
are undertaken for other purposes.
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.
Chapters on the effects and limitations of book sharing are
integrated with chapters discussing promising programs on storybook
research. The reality of reading to children is more complex than
it appears on the surface. The authors discuss some effects of and
suggestions for reading to children that have emerged from the
research. The ideas set forth in this volume will stimulate new
lines of research on the effects of storybook reading, as well as
refinements of current methods, yielding findings that enrich our
understanding of this important arena of literacy
development.
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.
The chapter authors seem to adopt the editors' eclectic
approach--to some greater or lesser extent--incorporating aspects
of other models into their instruction as they see other goals.
Thus, models of reading instruction are complex. Complicating
matters further is the fact that teachers hold their own models of
reading, which may or may not be congruent with those discussed
here. Although academically developed models influence college
preservice and in-service instruction, teachers' own models of
reading filter the information that they take from what they learn
from these perspectives. By carefully examining these variables,
this book makes a firm contribution toward disciplined inquiry into
what it means to teach reading.
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.
The chapter authors seem to adopt the editors' eclectic
approach--to some greater or lesser extent--incorporating aspects
of other models into their instruction as they see other goals.
Thus, models of reading instruction are complex. Complicating
matters further is the fact that teachers hold their own models of
reading, which may or may not be congruent with those discussed
here. Although academically developed models influence college
preservice and in-service instruction, teachers' own models of
reading filter the information that they take from what they learn
from these perspectives. By carefully examining these variables,
this book makes a firm contribution toward disciplined inquiry into
what it means to teach reading.
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