Developing Reading Comprehension

Paula J. Clarke, Emma Truelove, Charles Hulme (University of York) , Margaret J. Snowling (University of York)

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English

Wiley-Blackwell
08 November 2013

Primary & middle schools; Teaching of a specific subject

Developing Reading Comprehension “In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, ﬂuent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-ﬂedged readers.”

Sir Jim Rose, CBE

“The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.”

Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy

“Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.”

Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham

A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.

By: Paula J. Clarke, Emma Truelove, Charles Hulme (University of York), Margaret J. Snowling (University of York)
Imprint: Wiley-Blackwell
Country of Publication: United States
Dimensions: Height: 241mm, Width: 168mm, Spine: 20mm
Weight: 340g
ISBN: 9781118606759
ISBN 10: 1118606752
Pages: 224
Publication Date: 08 November 2013
Audience: Professional and scholarly , Undergraduate
Format: Paperback
Publisher's Status: Active

List of Figures vii List of Boxes xi Foreword by Jean Gross CBE xiii Acknowledgements xv Chapter 1 What is Reading Comprehension? 1 Chapter 2 The Poor Comprehender Profile 13 Chapter 3 The York Reading for Meaning Project: An Overview 27 Chapter 4 Teaching Principles 47 Chapter 5 Intervention Materials: Oral Language Programme 59 Chapter 6 Intervention Materials: Text Level Programme 99 Chapter 7 Intervention Materials: Combined Programme 135 Chapter 8 Feedback and Evaluation 141 Chapter 9 Theoretical and Practical Implications 157 Appendices Appendix 1. Consent Procedures 165 Appendix 2. Training of Teaching Assistants 166 Appendix 3. Teaching Assistant Feedback on Training 166 Appendix 4. Manual Production 168 Appendix 5. Additional Preparation 168 Appendix 6. Fortnightly Tutorial Groups 169 Appendix 7. Record Sheets 169 Appendix 8. Observations and On-site Feedback 170 Appendix 9. Newsletters 172 Appendix 10. Sharing Data 172 Glossary 175 References 187 Index 191

Paula J. Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education atthe University of Leeds. Emma Truelove is undertaking doctoral training in Educational and Child Psychology with the University of Sheffield. Charles Hulme is Professor of Psychology at University College London. Margaret J. Snowling. is President of St John’s College, University of Oxford and Professor in the Department of Experimental Psychology, University of Oxford.

Reviews for Developing Reading Comprehension

This book is a very enjoyable read with an appealing cover of a painting of a young reader... It is a well-written, and reader friendly book. (Patoss, 1 October 2014) This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children. (Child & Adolescent Mental Health, 4 April 2014)