Comprehension instruction : research-based best practices /
Comprehension instruction : research-based best practices / [print]
edited by Cathy Collins Block, Michael Pressley.
- New York : Guilford Press, [(c)2002.
- xiii, 414 pages ; 26 cm.
- Solving problems in the teaching of literacy .
Comprehension strategies instruction : a turn-of-the-century status report The case for direct explanation of strategies Process-based comprehension instruction : perspectives of four reading educators Implications of cognitive resource allocation for comprehension strategies instruction Metacognition in comprehension instruction Teaching reading self-assessment strategies Reading in web-based learning environments Using the theme scheme to improve story comprehension "Oh excellent, excellent question!" : developmental differences and comprehension acquisition Individual differences that influence reading comprehension Teaching readers how to comprehend text strategically Challenges of implementing transactional strategies instruction for reading comprehension Preparing young learners for successful reading comprehension : laying the foundation Building comprehension when they're still learning to read the words Comprehension instruction in the primary grades Beyond literature circles : helping students comprehend informational texts Instructional contexts for reading engagement Children seaching and using information text : a critical part of comprehension Imagery : a strategy for enhancing comprehension The argument schema and learning to reason Straddling two worlds : self-directed comprehension instruction for middle schoolers Improving the reading comprehension of at-risk adolescents Encouraging active reading at the college level Summing up : what comprehension instruction could be Cathy Collins Block, Michael Pressley Michael Pressley Gerald G. Duffy Cathy Collins Block ... [and others] Gale M. Sinatra, Kathleen J. Brown, Ralph E. Reynolds Linda Baker Peter Afflerbach Hiller A. Spires, Thomas H. Estes Joanna P. Williams Laura B. Smolkin, Carol A. Donovan Darcia Narvaez Tom Trabasso, Edward Bouchard Pamela Beard El-Dinary Diane H. Tracey, Lesley Mandel Morrow Gay Ivey P. David Pearson, Nell K. Duke Donna Ogle, Camille L.Z. Balchowicz John T. Guthrie, Sevgi Ozgungor Mariam Jean Dreher Linda B. Gambrell, Patricia S. Koskinen Alina Reznitskaya, Richard C. Anderson Rachel Brown Joseph B. Fisher, Jean B. Schumaker, Donald D. Deshler Michele L. Simpson, Sherrie L. Nist Michael Pressley, Cathy Collins Block. Introduction
1572306939 1572306920
2001040933
GBA2-19198
Reading comprehension.
Cognitive learning.
Action research in education.
LB1050.45.C667 2002 LB1050.45.P935.C667 2002
Comprehension strategies instruction : a turn-of-the-century status report The case for direct explanation of strategies Process-based comprehension instruction : perspectives of four reading educators Implications of cognitive resource allocation for comprehension strategies instruction Metacognition in comprehension instruction Teaching reading self-assessment strategies Reading in web-based learning environments Using the theme scheme to improve story comprehension "Oh excellent, excellent question!" : developmental differences and comprehension acquisition Individual differences that influence reading comprehension Teaching readers how to comprehend text strategically Challenges of implementing transactional strategies instruction for reading comprehension Preparing young learners for successful reading comprehension : laying the foundation Building comprehension when they're still learning to read the words Comprehension instruction in the primary grades Beyond literature circles : helping students comprehend informational texts Instructional contexts for reading engagement Children seaching and using information text : a critical part of comprehension Imagery : a strategy for enhancing comprehension The argument schema and learning to reason Straddling two worlds : self-directed comprehension instruction for middle schoolers Improving the reading comprehension of at-risk adolescents Encouraging active reading at the college level Summing up : what comprehension instruction could be Cathy Collins Block, Michael Pressley Michael Pressley Gerald G. Duffy Cathy Collins Block ... [and others] Gale M. Sinatra, Kathleen J. Brown, Ralph E. Reynolds Linda Baker Peter Afflerbach Hiller A. Spires, Thomas H. Estes Joanna P. Williams Laura B. Smolkin, Carol A. Donovan Darcia Narvaez Tom Trabasso, Edward Bouchard Pamela Beard El-Dinary Diane H. Tracey, Lesley Mandel Morrow Gay Ivey P. David Pearson, Nell K. Duke Donna Ogle, Camille L.Z. Balchowicz John T. Guthrie, Sevgi Ozgungor Mariam Jean Dreher Linda B. Gambrell, Patricia S. Koskinen Alina Reznitskaya, Richard C. Anderson Rachel Brown Joseph B. Fisher, Jean B. Schumaker, Donald D. Deshler Michele L. Simpson, Sherrie L. Nist Michael Pressley, Cathy Collins Block. Introduction
1572306939 1572306920
2001040933
GBA2-19198
Reading comprehension.
Cognitive learning.
Action research in education.
LB1050.45.C667 2002 LB1050.45.P935.C667 2002