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Comprehension Instruction Research Based Best Practices Block Pressley Literacy
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Very Good
A book that has been read but is in excellent condition. No obvious damage to the cover, with the dust jacket included for hard covers. No missing or damaged pages, no creases or tears, and no underlining/highlighting of text or writing in the margins. May be very minimal identifying marks on the inside cover. Very minimal wear and tear.
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Located in: Richmond, Virginia, United States
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eBay item number:233691377861
Item specifics
- Condition
- Very Good
- Seller Notes
- Country/Region of Manufacture
- United States
- For Speakers Of
- English
- ISBN
- 9781572306929
About this product
Product Identifiers
Publisher
Guilford Publications
ISBN-10
1572306920
ISBN-13
9781572306929
eBay Product ID (ePID)
1923176
Product Key Features
Number of Pages
414 Pages
Publication Name
Comprehension Instruction : Research-Based Best Practices
Language
English
Subject
Cognitive Psychology & Cognition, Literacy
Publication Year
2001
Type
Textbook
Subject Area
Language Arts & Disciplines, Psychology
Series
Solving Problems in the Teaching of Literacy Ser.
Format
Trade Paperback
Dimensions
Item Height
1.1 in
Item Weight
26.9 Oz
Item Length
10 in
Item Width
6.9 in
Additional Product Features
Intended Audience
Scholarly & Professional
LCCN
2001-040933
Dewey Edition
21
Reviews
"The importance of this timely volume cannot be overstated. It provides an essential counterbalance to the strong emphasis on decoding research that is currently so influential in educational policy. Researchers, students, and professionals from a wide variety of disciplines will find much of value in this very up-to-date and complete volume. Featured are readable summaries of research in particular areas, evidence-based practice guidelines, and clear outlines of future research needs. This is truly an excellent resource."--Anne van Kleeck, PhD, Department of Communication Sciences and Disorders, University of Georgia "This book offers a detailed, comprehensive, yet readable presentation of current research-based understandings of effective comprehension instruction, from the initial stages of reading acquisition through college literacy instruction. Chapters from leading scholars demonstrate the complex nature of comprehension and the complex task of teaching students to construct meaning from text. The book provides teacher educators with a solid framework for introducing effective comprehension instruction to teachers-in-training. Working teachers, for their part, will find it a wonderful resource for developing instruction and instructional routines based on up-to-date theory and research."--Timothy Rasinski, PhD, Department of Teaching, Leadership, and Curriculum Studies, College and Graduate School of Education, Kent State University "In this unique volume, Block and Pressley give us comprehension, comprehensively addressed. They have brought together researchers and educators who fundamentally reconceptualized the nature of reading comprehension in the last quarter of the 20th century, as well as those who have elaborated and extended those insights. For teachers and graduate students, here is a robust agenda for effective comprehension development and instruction across a range of developmental levels, genres, formats, contexts, and individual learner characteristics."--Shane Templeton, PhD, Department of Curriculum and Instruction, College of Education, University of Nevada, Reno "From new looks at familiar topics, such as metacognitive strategies and schema theory, to emerging topics such as comprehension of morals and themes and critical reading, this book brings comprehension instruction fully up to date. Each chapter moves research clearly into practice, so that there is something here for practicing elementary and secondary teachers, for researchers, and for teacher educators and graduate students. I found something new and useful in every chapter."--Steven A. Stahl, EdD, Department of Reading Education, College of Education, The University of Georgia; Codirector, Center for the Improvement of Early Reading Achievement (CIERA), "With the plethora of material available where does one begin? I can think of no better place thanComprehension Instruction: Research-Based Best Practices. Here you will find a compilation of essays from forty of the best researchers in the reading-comprehension community. The book will provide you with many 'ah-ha' moments....Here you will find research, insights, inspiration, questions, answers, critical examinations, suggestions, advice, and more.Comprehension Instructionshould be on the top of your reading list. Highly recommended."--Education Oasis "Block and Pressley's book can act as a compass for the profession in teaching comprehension in the 21st century.Comprehension Instruction: Research-Based Best Practices, (Guilford, 2002) is a groundbreaking, 400-page book, presenting crisp summaries of 25 years of comprehension research, by 40 contributing authors, as well as specific questions that need further research."--The teachers.net Gazette "In this edited work, approximately 40 researchers deal with comprehension from a historical, analytical, and futuristic perspective. The volume tries to answer questions such as: (1) What are some theoretical foundations that will guide educators in a new direction to better and more effectively teach comprehension skills? (2) How can teachers branch out and expand horizons about comprehension in the 21st century? (3) How can comprehension be taught in preschool, primary, and intermediate grades? And, (4) How can educators intensify comprehension instruction throughout middle school, high school, and college'....The volume delineates 25 researched-based best practices for educators who are interested in seeking avenues on how best to teach comprehension. Graduate level and beyond."--Choice
Dewey Decimal
428.4/3
Table Of Content
Block, Pressley, Introduction. Part I: Theoretical Foundations: New Directions For The Future. Pressley, Comprehension Strategies Instruction: A Turn-of-the-Century Status Report. Duffy, The Case for Direct Explanation of Strategies. Block, Schaller, Joy, Gaine, Process-Based Comprehension Instruction: Perspectives of Four Reading Educators. Sinatra, K. J. Brown, Reynolds, Implications of Cognitive Resource Allocation for Comprehension Strategies Instruction. Baker, Metacognition in Comprehension Instruction. Afflerbach, Teaching Reading Self-Assessment Strategies. Part II: Branching Out and Expanding Our Horizons in the 21st Century. Spires, Estes, Reading in Web-Based Learning Environments. Williams, Using the Theme Scheme to Improve Story Comprehension. Smolkin, Donovan, "Oh Excellent, Excellent Question!": Developmental Differences and Comprehension Acquisition. Narvaez, Individual Differences That Influence Reading Comprehension. Trabasso, Bouchard, Teaching Readers How to Comprehend Text Strategically. El-Dinary, Challenges of Implementing Transactional Strategies Instruction for Reading Comprehension. Part III: Comprehension Instruction in Preschool, Primary, and Intermediate Grades. Tracey, Morrow, Preparing Young Learners for Successful Reading Comprehension: Laying the Foundation. Ivey, Building Comprehension When They're Still Learning to Read the Words. Pearson, Duke, Comprehension Instruction in the Primary Grades. Ogle, Blachowicz, Beyond Literature Circles: Helping Students Comprehend Informational Texts. Guthrie, Ozgungor, Instructional Contexts for Reading Engagement. Dreher, Children Searching and Using Information Text: A Critical Part of Comprehension. Gambrell, Koskinen, Imagery: A Strategy for Enhancing Comprehension. Part IV: Intensification of Comprehension Instruction throughout Middle School, High School, and College. Reznitskaya, Anderson, The Argument Schema and Learning to Reason. R. Brown, Straddling Two Worlds: Self-Directed Comprehension Instruction for Middle Schoolers. Fisher, Schumaker, Deshler, Improving the Reading Comprehension of At-Risk Adolescents. Simpson, Nist, Encouraging Active Reading at the College Level. Part IV: Conclusion. Pressley, Block, Summing Up: What Comprehension Instruction Could Be.
Synopsis
Comprehension instruction is widely recognized as an essential component of developing students' pleasure and profit from reading. Yet despite significant recent gains in knowledge about how comprehension develops and how it can be taught effectively, classroom practice still lags behind research in this crucial area. This volume brings together the field's leading scholars to summarize current research and provide best-practice guidelines for teachers and teacher educators. Each coherently structured chapter presents key findings on a particular aspect of comprehension, discusses instructional practices supported by the research, and addresses what still needs to be known in order to provide the best possible comprehension instruction for every student. Topics covered include assessment, curriculum, methods, and comprehension difficulties, from the preschool level through high school.
LC Classification Number
LB1050.45.C69 2002
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- m***d (732)- Feedback left by buyer.Past monthVerified purchaseVery accurate description and supporting photos. Very carefully packed. Quick shipping. A great value overall. A pleasure!
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Seller feedback (488)
- m***d (732)- Feedback left by buyer.Past monthVerified purchaseVery accurate description and supporting photos. Very carefully packed. Quick shipping. A great value overall. A pleasure!
- c***r (12919)- Feedback left by buyer.Past monthVerified purchasegreat thanks
- d***d (1171)- Feedback left by buyer.Past 6 monthsVerified purchaseGreat item