This chapter summarizes the work of the RfU teams as it relates to a better understanding of the nature and development of reading comprehension.
Helping Your Child Become a Reader by Donna Scanlon, Kimberly Anderson, et al.
Learning to read and write is exciting for children. The goal of this booklet is to provide caregivers with some information about how they can help young learners become readers and writers.
Using Collaborative Strategic Reading by Janette K. Klingner and Sharon Vaughn
CSR is an excellent technique for teaching students reading comprehension and building vocabulary and working together cooperatively.
The Discussion Web: A Graphic Aid for Learning across the Curriculum by Donna E. Alvermann
The Discussion Web is a special kind of graphic aid for teaching students fo look at both sides of an issue before drawing conclusions.
The Scaffolded Reading Experience by Michael F. Graves and Bonnie B. Graves
How can teachers effectively help all students read, understand, and apply the ideas and information in the variety of texts they read – from poetry to physics?
Assisting Students Struggling with Reading – IES/WWC
This guide offers specific recommendations to help educators identify students in need of intervention and implement evidence-based interventions to promote their reading
achievement.
Thinking Through Research and the Science of Reading by Elfrieda H. Hiebert
The depth and breadth of the research on reading and the complexities of life in the classroom, especially when the variation among students is substantial, means answers are neither simple nor easily translated to practice.
The National Reading Panel Report: Practical Advice for Teachers by Tim Shanahan
The purpose of this monograph is to try to summarize, explain, and provide advice for teachers about how to use the findings of the National Reading Panel Report.
A Schema-Theoretic View of Basic Processes in Reading Comprehension by Richard C. Anderson and P. David Pearson
To say that one has comprehended a text is to say that she has found a mental “home” for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information.
Does Text Complexity Matter in the Elementary Grades? by Steven J. Amendum, Kristin Conradi, and Elfrieda Hiebert
Prompted by new standards for increased text complexity, the review investigates the relationships
between text difficulty and reading fluency and comprehension.
