This esteemed reference work and professional resource, now substantially revised, integrates classic and cutting-edge research on how children and adolescents make meaning from text. The comprehension tasks and challenges facing students at different grade levels are explored, with attention to multiple text types and reading purposes. Preeminent researchers offer a range of perspectivescognitive, neuroscientific, sociocultural, pedagogical, and technologicalon key aspects of comprehension. Effective approaches to assessment, instruction, and intervention are reviewed. The volume also addresses issues in teaching specific populations, including struggling readers and English language learners. New to This Edition *A decade's worth of significant research advances are reflected in 10 entirely new chapters. *Revised throughout to incorporate new studies and timely topics: the expanding role of technology, changing school populations, the Common Core standards, international research, and more. *Chapters on graphic, scientific, and multiple digital texts. *Chapters on fluency, professional learning, and literacy coaching.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||Second Edition|
|Product dimensions:||7.00(w) x 9.90(h) x 1.30(d)|
About the Author
Susan E. Israel, PhD, is a literacy researcher, educator, and author who has focused on reading comprehension since her early days teaching in the classroom in the 1990s. She taught at the University of Notre Dame, in the Alliance for Catholic Education summer program, and at the University of Dayton, where she received the Panhellenic Council Outstanding Professor Award. Dr. Israel is a recipient of a Teacher as Researcher grant from the International Literacy Association (ILA) and has served on several ILA committees and interest groups, including as president of the History of Literacy Special Interest Group. Dr. Israel has written or edited more than 25 books on literacy and teacher education, including, most recently, Verbal Protocols in Literacy Research.
Table of ContentsI. Historical Analysis 1. Introduction: The Consequential Pulse of Reading Comprehension Research, Susan E. Israel and D. Ray Reutzel 2. The Roots of Reading Comprehension Instruction, P. David Pearson & Gina N. Cervetti 3. Comprehension Is Not Simple: Considering the Persisting Dangers in the Simple View of Reading Comprehension, James V. Hoffman 4. Professional Learning for Educators Focused on Reading Comprehension: A Historical Perspective, Barbara Laster & Carla Finkelstein 5. Research on Helping Readers Make Sense of Print: Evolution of Comprehension-Based Pedagogy, Kenneth S. Goodman, Yetta M. Goodman, & Kelly L. Allen II. Theoretical Perspectives 6. An Evolving Perspective of Constructively Responsive Reading Comprehension Strategies in Multilayered Digital Text Environments, Byeong-Young Cho & Peter Afflerbach 7. Toward a Theory of Literacy Meaning Making within Virtual Worlds, Richard Beach and Robert J. Tierney 8. Meaning Making in the 21st Century: The Sociogenesis of Reading Comprehension, James Gavelek & Colleen E. Whittingham 9. Literacy, Comprehension, and the Neurosciences, George G. Hruby III. Diagnosis, Assessment, and Intervention 10. Assessments of Reading Comprehension: Challenges and Directions, Lauren Leslie and JoAnne Schudt Caldwell 11. Using Assessments to Map and Evaluate the Comprehension Development of Young Children, Katherine A. Dougherty Stahl & Georgia Earnest García 12. Comprehension Difficulties and Struggling Readers, Richard L. Allington & Anne McGill-Franzen 13. Self-Regulation and Reading Comprehension: Moving Beyond the Individual's Cognition in Regulated Learning, Dixie D. Massey & Samuel D. Miller 14. Reconsidering Fluency's Role in Reading Comprehension, Melanie Kuhn & Paula J. Schwanenflugel IV. Impact of Text and Higher-Order Processing 15. Text and Comprehension: A Retrospective, Perspective, and Prospective, Emily Fox & Patricia A. Alexander 16. Reading Comprehension in the Middle Grades: Characteristics, Challenges, and Effective Supports, Ruth Wharton-McDonald & Joy Erickson 17. Vocabulary and Reading Comprehension: The Nexus of Meaning, Gwynne Ellen Ash & James F. Baumann 18. Improving Adolescent Comprehension: Developing Strategies in the Content Areas, Mark W. Conley 19. Structure, Epistemology, and Metalanguage Foundations of Reading Comprehension in Scientific Texts, Linda M. Phillips & Anat Yarden 20. Graphic Text and Visual Literacies in Reading Comprehension, Stergios Botzakis, Jason D. DeHart, & Sean P. Connors V. Diverse Components and Engagement 21. Reading Comprehension Research and the Shift Toward Culturally Sustaining Pedagogy, Colleen M. Fairbanks, Jewell E. Cooper, Sandra M. Webb, & Lynn A. Masterson 22. Comprehension in the Disciplines, Cynthia Shanahan 23. Constructing Meaning through Discussion, Keli Garas-York & Janice F. Almasi 24. The Role of Interest in Reading Comprehension, Sheree E. Springer, Janice A. Dole, & Douglas J. Hacker 25. Comprehension Strategies Instruction for Learners of English: Where We Have Been, Where We Are Now, Where We Still Might Go, Rachel Brown 26. Family Literacy Initiatives and Reading Comprehension, Patricia A. Edwards, Maria Selena Protacio, Marliese Peltier, & Laura Hopkins VI. Future Directions 27. The Role of Literacy Coaching in Improving Comprehension Instruction, Misty Sailors, Sylvia Minton, & Lorena Villarreal 28. Public Policy in an Era of Changing Literacies: A Focus on Reading Comprehension, Lori Helman & Cory Stai 29. Sophistication of Reading Comprehension: Where to from Here?, Susan E. Israel
Teacher educators, literacy researchers, and graduate students in education; educational and school psychologists. May serve as a text in graduate-level courses such as Curriculum and Instruction, Foundations of Reading, and Literacy Pedagogy.