Comprehension Instruction: Research-Based Best Practices (Solving Problems in the Teaching of Literacy)

ISBN 10: 1462520782 / ISBN 13: 9781462520787

Edité par The Guilford Press, 2015

A propos de cet article

418.

N° de réf. du vendeur 373804256

Détails bibliographiques

• Titre: Comprehension Instruction: Research-Based Best Practices (Solving Problems in the Teaching of Literacy)
• Éditeur: The Guilford Press
• Date de parution: 2015
• Langue: anglais
• ISBN à 10 chiffres: 1462520782
• ISBN à 13 chiffres: 9781462520787
• Reliure: Couverture souple
• Édition: 3ème Édition
• État de l'article: New

A propos de ce titre

Synopsis

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.

New to This Edition
*Incorporates the latest research and instructional practices.
*Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention.
*Chapters on teaching fiction and informational texts in the secondary grades.
*Expanded coverage of multimodal literacy learning.
*Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.

À propos de l?auteur

Sheri R. Parris, PhD, is an Associate Research Scientist with the Institute of Child Development at Texas Christian University and Adjunct Professor in the Master of Education program at Concordia University Texas. Previously, she was a high school English language arts teacher and a middle school computer literacy teacher, and held a variety of educational research positions. Dr. Parris's areas of expertise include reading comprehension, adolescent literacy, and neuroscience as it relates to literacy, learning, and child development, with an emphasis on at-risk populations. She has coauthored numerous book chapters and journal articles.

Kathy Headley, EdD, is Associate Dean for Research and Graduate Studies in the College of Health, Education, and Human Development and Professor of Literacy in the Eugene T. Moore School of Education at Clemson University. Dr. Headley began her career as a teacher and reading specialist in Georgia. Her areas of expertise include adolescent literacy and writing, with specialized interests in comprehension and vocabulary. She has published articles in leading literacy journals and served on the Board of Directors of the International Reading Association.