Reading for Meaning: Fostering Comprehension in the Middle Grades

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Barbara M. Taylor, Michael F. Graves, Paulus Willem van den Broek
Teachers College Press, 2000 - Education - 206 pages
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Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. In this unique and timely volume, leading scholars and researchers provide a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. This rich collection offers practitioners, researchers, and literacy specialists a valuable resource for improving reading comprehension at the elementary and secondary levels.
  

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Contents

Explicit and Implicit Instruction in Comprehension
52
Building Student Capacity to Work Productively
95
A Vocabulary Program to Complement and Bolster
116
Is It Dear
136
Literacy Lessons Derived from
152
Goal Awareness Developmental
170
About the Editors and Contributors
193
Copyright

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Page iii - Beginning Reading and Writing DOROTHY S. STRICKLAND and LESLEY M. MORROW, Editors Reading for Meaning: Fostering Comprehension in the Middle Grades BARBARA M. TAYLOR, MICHAEL F. GRAVES...

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About the author (2000)

Barbara M. Taylor is Guy Bond Chair in Reading and a professor in the Department of Curriculum and Instruction at the University of Minnesota. She is also a principal investigator for the Center for the Improvement of Early Reading Achievement funded by the U.S. Department of Education. Michael Graves is professor in the Department of Curriculum and Instruction at the University of Minnesota and Head of the Literacy Education Program. Dr. Graves currently chairs the Studies and Research Program Development Committee for the International Reading Association. Paul van den Broek is currently Guy Bond Professor in Reading and the former director of the Center for Cognitive Sciences at the University of Minnesota. He serves on the editorial board of the Journal of Experimental Psychology, Discourse Processes, and Memory and Cognition.

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