A cross-age reading buddies program was designed to support the language and literacy of multilingual learners and their peers in kindergarten and fourth grade.
Beyond Questions by Molly F. Collins
This article explores opportunities to support preschoolers’ story comprehension and inferential thinking and shares outcomes from professional learning opportunities and examples from children’s literature.
Taking Stock of the Reading for Understanding Initiative
What rewards did we reap from the investment made by the Institute of Education Sciences in this focused effort to better understand and improve reading comprehension?
Teaching Reading for Understanding: Synthesis and Reflections on the Curriculum and Instruction Portfolio
We now turn to the task of looking for trends, themes, insights, and implications for policy and practice.
Teaching Reading for Understanding: Summarizing the Curriculum and Instruction Work
The five teams in the Reading for Understanding consortium pursued different but complementary goals regarding the related processes, components, and uses of comprehension.
The Assessment of Reading for Understanding by Panayiota Kendeau
This chapter focuses primarily on the three main assessments developed by the
assessment consortium.
The Nature and Development of Reading for Understanding by Gina N. Cervetti
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.
Impact of Classroom-Based Fluency Instruction on Grade One Students in an Urban Elementary School by Tim Rasinski et al.
[S]tagnation in reading growth
leads to a probable conclusion that instructional factors that promote early reading development are
either missing or are receiving less-than-optimal emphases in many curricular reading programs.
