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Comprehension instruction : research-based best practices
"All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve te...
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| Other Authors : | , , |
|---|---|
| Format : | Book |
| Language : | anglais |
| Title statement : | Comprehension instruction : research-based best practices / edited by Sheri R. Parris, Kathy Headley; foreword by Lesley Mandel Morrow |
| Edition : | Third edition |
| Published : |
New York :
The Guilford Press
, cop. 2015 |
| Physical Description : | 1 vol. (XIII-418 p.) |
| Content : | Introduction / Sheri r. Parris and Kathy Headley. I. Comprehension instruction within theoretical frameworks. Beyond borders: a global perspective on reading comprehension / Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher. Comprehension instruction from a critical theory viewpoint / Bogum Yoon. Using inquiry dialogue to promote the development of argument skills: possibilities, challenges, and new directions / Alina Reznitskaya, Judy Yu-Li Hsu, and Richard C. Anderson. Reading comprehension, embodied cognition, and dual coding theory / Mark Sadoski. Executive function and reading comprehension: the critical role of cognitive flexibility / Kelly B. Cartwright. Metacognition in comprehension instruction: new directions / Linda Baker, Laura U. DeWyngaert, and Alisa Zeliger-Kandasamy. Constructivist theory as a framework for instruction and assessment of reading comprehension / Donna Caccamise, Angela Friend, Megan K. Littrell-Baez, and Eileen Kintsch. II. Comprehension instruction contexts. Comprehension instruction within the context of the Common Core / Evelyn Ford-Connors, Dana A. Robertson, Christine M. Leighton, Jeanne R. Paratore, C. Patrick Proctor, and Michelle Carney. Using neuroscience to inform reading comprehension instruction / Sheri R. Parris and Cathy Collins Block. Comprehension instruction in culturally responsive classrooms: a review of research and practice / Ellen McIntyre. New insights on motivation in the literacy classroom / Jacquelynn A. Malloy. Research on response-to-intervention supplemental interventions: Where's the comprehension instruction? / Deborah MacPhee, Elizabeth Bemiss, and Diane Stephens. Comprehension instruction for at-risk students / Irma F. Brasseur-Hock, Michael F. Hock, and Donald D. Deshler. Comprehension instruction for English language learners: new perspectives, new challenges / Robert Rueda, Norman J. Unrau, and Elena Son. III. Comprehension instruction in action. Best practices for comprehension instruction in the elementary classroom / Nell K. Duke and Nicole M. Martin. Fiction comprehension instruction: attending to characters' and readers' emotional states / Laura B. Smolkin and Erin M. McTigue. Improving comprehension of informational texts in the elementary classroom / Lisa S. Pao and Joanna P. Williams. Best practices for comprehension instruction in the secondary classroom / Douglas Fisher and Nancy Frey. Improving comprehension of fictional texts in the secondary classroom / Tiffany Ohlson, Heather Monroe-Ossi, and Sheri R. Parris. Improving comprehension of informational texts in the secondary classroom / Vicki A. Jacobs and Jacy Ippolito. IV. Multimodal literacies and comprehension. Multimodal literacy: best practices for comprehension instruction / Sally Lamping. Beyond differentiation: multimodal literacy learning / B.P. Laster. Research on instruction and assessment in the new literacies of online research and comprehension / Jill Castek, Julie Coiro, Laurie A. Henry, Donald J. Leu, and Douglas K. Hartman. Reading digital: teaching and learning with eBooks and digital text / Bridget Dalton and David Rose. Games and comprehension: the importance of specialist language / James Paul Gee. New literacies and comprehension: resources for educators / Jan Lacina. Summing up: Putting comprehension instruction in context / Kathy Headley and Sheri R. Parris |
| Subjects : |
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| 200 | 1 | |a Comprehension instruction |e research-based best practices |f edited by Sheri R. Parris, Kathy Headley |g foreword by Lesley Mandel Morrow | |
| 205 | |a Third edition | ||
| 210 | |a New York |c The Guilford Press |d cop. 2015 | ||
| 215 | |a 1 vol. (XIII-418 p.) |c ill., couv. ill. en coul. |d 26 cm | ||
| 320 | |a Index. Bibliogr.en fin de chapitres | ||
| 327 | 1 | |a Introduction / Sheri r. Parris and Kathy Headley |a I. Comprehension instruction within theoretical frameworks. Beyond borders: a global perspective on reading comprehension / Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher |a Comprehension instruction from a critical theory viewpoint / Bogum Yoon |a Using inquiry dialogue to promote the development of argument skills: possibilities, challenges, and new directions / Alina Reznitskaya, Judy Yu-Li Hsu, and Richard C. Anderson |a Reading comprehension, embodied cognition, and dual coding theory / Mark Sadoski |a Executive function and reading comprehension: the critical role of cognitive flexibility / Kelly B. Cartwright |a Metacognition in comprehension instruction: new directions / Linda Baker, Laura U. DeWyngaert, and Alisa Zeliger-Kandasamy |a Constructivist theory as a framework for instruction and assessment of reading comprehension / Donna Caccamise, Angela Friend, Megan K. Littrell-Baez, and Eileen Kintsch |a II. Comprehension instruction contexts. Comprehension instruction within the context of the Common Core / Evelyn Ford-Connors, Dana A. Robertson, Christine M. Leighton, Jeanne R. Paratore, C. Patrick Proctor, and Michelle Carney |a Using neuroscience to inform reading comprehension instruction / Sheri R. Parris and Cathy Collins Block |a Comprehension instruction in culturally responsive classrooms: a review of research and practice / Ellen McIntyre |a New insights on motivation in the literacy classroom / Jacquelynn A. Malloy |a Research on response-to-intervention supplemental interventions: Where's the comprehension instruction? / Deborah MacPhee, Elizabeth Bemiss, and Diane Stephens |a Comprehension instruction for at-risk students / Irma F. Brasseur-Hock, Michael F. Hock, and Donald D. Deshler |a Comprehension instruction for English language learners: new perspectives, new challenges / Robert Rueda, Norman J. Unrau, and Elena Son |a III. Comprehension instruction in action. Best practices for comprehension instruction in the elementary classroom / Nell K. Duke and Nicole M. Martin |a Fiction comprehension instruction: attending to characters' and readers' emotional states / Laura B. Smolkin and Erin M. McTigue |a Improving comprehension of informational texts in the elementary classroom / Lisa S. Pao and Joanna P. Williams |a Best practices for comprehension instruction in the secondary classroom / Douglas Fisher and Nancy Frey |a Improving comprehension of fictional texts in the secondary classroom / Tiffany Ohlson, Heather Monroe-Ossi, and Sheri R. Parris |a Improving comprehension of informational texts in the secondary classroom / Vicki A. Jacobs and Jacy Ippolito |a IV. Multimodal literacies and comprehension. Multimodal literacy: best practices for comprehension instruction / Sally Lamping |a Beyond differentiation: multimodal literacy learning / B.P. Laster |a Research on instruction and assessment in the new literacies of online research and comprehension / Jill Castek, Julie Coiro, Laurie A. Henry, Donald J. Leu, and Douglas K. Hartman |a Reading digital: teaching and learning with eBooks and digital text / Bridget Dalton and David Rose |a Games and comprehension: the importance of specialist language / James Paul Gee |a New literacies and comprehension: resources for educators / Jan Lacina |a Summing up: Putting comprehension instruction in context / Kathy Headley and Sheri R. Parris | |
| 330 | |a "All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions. Subject Areas/Key Words: assessments, CCSS, classrooms, close reading, cognition, Common Core standards, Common Core State Standards, digital literacies, elementary, English language learners, fiction, informational texts, instruction, literacy methods, multimodal literacies, neuroscience, new literacies, nonfiction, reading comprehension, secondary, teaching, text complexity, theory Audience: K-12 classroom teachers, reading specialists, and coaches; teacher educators and graduate students. "-- | ||
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