Synopses & Reviews
"From theory to classroom practice, this well-organized and highly usable text represents an integrative view of the nature of reading comprehension. The text will provide graduate students with comprehensive foundational knowledge and will stimulate researchers in the field to consider new ways to investigate reading comprehension and classroom instruction. Block, Parris, and their colleagues have developed a book that offers information and support for teachers of young, adolescent, and struggling learners, as well as English language learners."--Pamela J. Dunston, PhD, School of Education, Clemson University
"This volume, a most worthy follow-up to the first edition, gets to the heart of how we comprehend text and how to best foster the development of comprehension in students. The array of topics and the quality of the chapters contribute breadth and depth to the ongoing evolution of knowledge in this critical area. This book is well situated at the convergence of theory and practice and, as such, I recommend it for graduate courses for teachers and researchers."--Peter Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland
"This is a book that needs to be read by all educators! This second edition examines groundbreaking research that is becoming more important in education today, such as the brain processes involved in the ability to comprehend text. This book is an invaluable resource for teachers of all grade levels who are serious about reading and comprehension."--John Scovill, Jr., MEd, third-grade teacher, Washington County School District, St. George, Utah
"Want to know about the latest developments in comprehension instruction? This volume will tell you. The book reviews theory, research, and instructional practices. It includes current thinking about narrative and informational texts, linked to the CCSS, and examines the evolving research on new literacies and multimodal literacies. A solid read for those seeking advanced knowledge about comprehension and comprehension instruction in the 21st century."--Janice A. Dole, PhD, Department of Educational Psychology, University of Utah
"One of my favorite comprehension books of all time. The third edition continues the tradition of excellence, attesting to comprehension as a vast and multifaceted topic. There’s something for everyone in this book, with chapters exploring various grade levels, genres, and topics. The discussion questions at the end of each chapter are especially useful to spark productive conversations regarding how to best teach comprehension in all its complexity."--Donna Lamkin, MS, CAS, Literacy Coordinator, Capital Region Board of Cooperative Educational Services, Special Education Division, Albany, New York
"I know of no other text that explores so many realms of reading comprehension--assessment, remediation, policy implications, differentiation for diverse populations, and best practices in multiple contexts and multiple genres. I will eagerly share this book with my doctoral students as they consume and produce research in the area of reading comprehension. Not only do the contributors to the third edition present the most up-to-date research, but they also contribute thoughtfully to a multidisciplinary understanding of what comprehension entails in today’s classrooms."--Molly Ness, PhD, Division of Curriculum and Teaching, Fordham University Graduate School of Education
"I love this book! It is an excellent resource for teachers and teacher educators. The third edition addresses significant changes in the field. I especially appreciate the connections to the CCSS. Another strength is the book's emphasis on blending reading, writing, listening, and speaking in instruction. Anyone who is serious about teaching reading in today’s classrooms will find this volume a 'must have.'"--John Scovill, MEd, staff developer, Washington County (Utah) School District
This comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. Coverage includes such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings.
Now revised and updated, this text gives an overview of a particular aspect of comprehension, offers best-practice instructional guidelines and policy recommendations, presents key research questions still to be answered, and concludes with questions for individual study or discussion.
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.
About the Author
Cathy Collins Block, PhD, has served on the graduate faculty of Texas Christian University (TCU) since 1977. She presently serves, has served, or was elected to serve on the Board of Directors of the International Reading Association, National Reading Conference, Literacy First, New Zealand AWARD Program, U.S. Department of Education Regional Research Laboratory, Pacific Resources for Education and Learning Laboratory, National Center for Learning Disabilities, IBM Education Board of Advisors, National Center for Learning Disabilities, America Tomorrow, and Nobel Learning Communities. Dr. Block has written more than 250 research articles, books, and chapters concerning comprehension development, vocabulary achievement, exemplary teaching practices, and effects of curricular initiatives on student literacy success. She has taught every grade level, from preschool to graduate school, and served as consultant to hundreds of school districts in the United States and around the world. In 2005, she received the highest award bestowed by TCU to a professor for her outstanding teaching and scholarship across the country: the Chancellors Award for Distinguished Teaching and Scholarship.
Sheri R. Parris, MEd, is currently completing her PhD at the University of North Texas while teaching undergraduate reading courses. Her major area of study is reading education, with a minor in neuroscience. As a former middle school teacher, her emphasis is on secondary reading issues. Currently, she serves as Secretary and Vice President of the Gifted and Talented Special Interest Group of the International Reading Association (IRA) and has recently served on the IRA Adolescent Literacy Committee. Ms. Parris was invited to speak at the 2007 IRA conference to present "The Expertise of Adolescent Literacy Teachers," published in April 2007 in the Journal of Adolescent and Adult Literacy. Additionally, she coauthored two chapters in the 2006 book Collaborative Literacy: Using Gifted Strategies to Enrich Learning for Every Student (by Susan E. Israel, Dorothy A. Sisk, and Cathy Collins Block), which was nominated for the 2007 Ed Fry Book Award of the National Reading Conference.
Table of Contents
Foreword, Lesley Mandel Morrow
Introduction, Cathy Collins Block and Sheri R. Parris
I. Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000)
1. Beyond Borders: A Global Perspective on Reading Comprehension, Sheri R. Parris, Linda B. Gambrell, and Andreas Schleicher
2. Research on Teaching Comprehension: Where Weve Been and Where Were Going, Cathy Collins Block and Gerald G. Duffy
3. Dual Coding Theory: Reading Comprehension and Beyond, Mark Sadoski
4. Cognitive Flexibility and Reading Comprehension: Relevance to the Future, Kelly B. Cartwright
5. Metacognition in Comprehension Instruction: What Weve Learned Since NRP, Linda Baker
6. Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension, Donna Caccamise, Lynn Snyder, and Eileen Kintsch
II. Neuroscience: What Brain-Based Research Tells Us About Reading Comprehension
7. Looking at Reading Comprehension through the Lens of Neuroscience, Allan Paivio
8. Using Neuroscience to Inform Reading Comprehension Instruction, Cathy Collins Block and Sheri R. Parris
9. How Neuroscience Informs Our Teaching of Elementary Students, Renate N. Caine
10. How Neuroscience Informs Our Teaching of Adolescent Students, Sheri R. Parris
III. Improving Comprehension Instruction
11. Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts, Mary Helen Thompson
12. Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text, Joanna P. Williams
13. Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students, Laura B. Smolkin, Erin M. McTigue, and Carol A. Donovan
14. Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction, Alina Reznitskaya, Richard C. Anderson, Ting Dong, Yuan Li, Il-Hee Kim, and So-Young Kim
15. Improving Reading Comprehension through Writing, Kathy Headley
16 New Insights on Motivation in the Literacy Classroom, Jacquelynn A. Malloy and Linda B. Gambrell
IV. Differentiated Comprehension Instruction
17. Comprehension Instruction in Action: The Elementary Classroom, Nell K. Duke and Nicole M. Martin
18. Comprehension Instruction in Action: The Secondary Classroom, Douglas Fisher and Nancy Frey
19. Comprehension Instruction in Action: The At-Risk Student, Michael F. Hock, Irma F. Brasseur, and Donald D. Deshler
20. Comprehension Instruction for English Learners, Robert Rueda, Alejandra Velasco, and Hyo Jin Lim
V. Technology And Comprehension Instruction: New Directions
21. Games and Comprehension: The Importance of Specialist Language, James Paul Gee
22. Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension, Donald J. Leu, Julie Coiro, Jill Castek, Douglas K. Hartman, Laurie A. Henry, and David Reinking
23. Scaffolding Digital Comprehension, Bridget Dalton and David Rose
24. Technologically Based Teacher Resources for Designing Comprehension Lessons, Jan Lacina
25. Summing Up, Sheri R. Parris and Cathy Collins Block
Epilogue: What the Future of Reading Research Could Be, Michael Pressley