Reading for Meaning: Fostering Comprehension in the Middle Grades
Barbara M. Taylor, Michael F. Graves, Paulus Willem van den Broek
Teachers College Press, 2000 - Education - 206 pages
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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activities African American Alvermann basal reading programs Behavior Book Club Broek causal chapter children's literature classroom talk cognitive coherence components compre comprehension instruction comprehension strategies context curriculum CWPT dents direct instruction discourse discussion DISTAR Dole Educational Psychology Educational Research effective English Erlbaum example explicit instruction Fuchs goals Goatley grade Graves hension HG-PALS identified implementation important improve inferences instructional methods interaction International Reading Association interpretive communities Jimenez Journal of Educational Journal of Reading Language Arts Latina/Latino students Latino Laura learners learning Linderholm literacy literature literature-based meaning memory metacognitive metamemory participants peers poststructural practice prehension Pressley questions Raphael reader response reading comprehension reading instruction reading process Reading Research Quarterly referential and causal/logical Roehler role skills social Spanish standard PALS strategy instruction struction summary sustained silent reading talk about text taught teachers thinking tion Trabasso tutoring understanding whole language writing York