Comprehension Instruction: Research-Based Best Practices

ISBN 10: 1572306939 / ISBN 13: 9781572306936

Published by The Guilford Press, 2001

About this Item

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Bibliographic Details

• Title: Comprehension Instruction: Research-Based Best Practices
• Publisher: The Guilford Press
• Publication Date: 2001
• Language: English
• ISBN 10: 1572306939
• ISBN 13: 9781572306936
• Binding: Hardcover
• Condition: Good

About this title

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.

About the Author

Cathy Collins Block, PhD, has served on the graduate faculty of Texas Christian University since 1977. She has taught at Southern Illinois University/n-/Carbondale, served as Research Assistant at the Wisconsin Research and Development Center for Cognitive Development, and taught kindergarten through high school in private and public schools. Dr. Block has directed and served as principal investigator of six nationally funded research projects and has served on the boards of directors of a number of organizations, including the National Center for Research and Training for Learning Disabilities and the National Reading Conference.

Michael Pressley, PhD, who passed away in May 2006, was University Distinguished Professor at Michigan State University, as well as Director of the Doctoral Program in Teacher Education and Director of the Literacy Achievement Research Center, with both roles part of his professorship in the Department of Teacher Education and the Department of Counseling, Educational Psychology, and Special Education. He was an expert on effective elementary literacy instruction, with his research appearing in more than 300 journal articles, chapters, and books. Dr. Pressley served a 6-year term as editor of Journal of Educational Psychology. He was honored with awards from the National Reading Conference, the International Reading Association, the American Educational Research Association, and the American Psychological Association, among others. Dr. Pressley received the 2004 E. L. Thorndike Award from Division 15 of the American Psychological Association, the highest award given for career research accomplishment in educational psychology.