"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
-- Review
Review
"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)
"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 than Comprehension 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 Instruction should 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
"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
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Between 1978 and 1981, three major publications thrust comprehension instruction to the forefront of educators' concerns. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
emergent literacy foundation, content enhancement routines, conceptual learning from text, enhancing student engagement, transactional strategies instruction, argument stratagems, comprehension strategies instruction, proficient comprehenders, theme comprehension, collaborative strategic reading, organizer routine, strategies instruction teachers, transactional instruction, constructively responsive reading, comprehension instruction, comprehension strategy instruction, successful reading comprehension, using information text, older struggling readers, activating background knowledge, informational reading, developing engaged readers, using comprehension strategies, paraphrasing strategy, comprehension monitoring Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, National Reading Conference, International Reading Association, Journal of Reading Behavior, Academic Press, Van Meter, American Educational Research, Guilford Press, Contemporary Educational Psychology, Harvard University Press, Review of Educational Research, Educational Psychologist, Little Red Riding Hood, Reading Psychology, Educational Psychology Review, Learning Disability Quarterly, San Diego, Journal of Educational Research, Brookline Books, Cambridge University Press, Edge Enterprises, Journal of Learning Disabilities, Teachers College Press, Cognitive Psychology New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Between 1978 and 1981, three major publications thrust comprehension instruction to the forefront of educators' concerns. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
emergent literacy foundation, content enhancement routines, conceptual learning from text, enhancing student engagement, transactional strategies instruction, argument stratagems, comprehension strategies instruction, proficient comprehenders, theme comprehension, collaborative strategic reading, organizer routine, strategies instruction teachers, transactional instruction, constructively responsive reading, comprehension instruction, comprehension strategy instruction, successful reading comprehension, using information text, older struggling readers, activating background knowledge, informational reading, developing engaged readers, using comprehension strategies, paraphrasing strategy, comprehension monitoring Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Journal of Educational Psychology, National Reading Conference, International Reading Association, Journal of Reading Behavior, Academic Press, Van Meter, American Educational Research, Guilford Press, Contemporary Educational Psychology, Harvard University Press, Review of Educational Research, Educational Psychologist, Little Red Riding Hood, Reading Psychology, Educational Psychology Review, Learning Disability Quarterly, San Diego, Journal of Educational Research, Brookline Books, Cambridge University Press, Edge Enterprises, Journal of Learning Disabilities, Teachers College Press, Cognitive Psychology New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Table of Contents | First Pages | Index | Back Cover | Surprise Me!
Citations (learn more)
20
books
cite this book:
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- Teaching for Deep Comprehension by Linda J. Dorn in Back Matter (1), Back Matter (2), and Back Matter (3)
- Exploring Informational Texts: From Theory to Practice by Linda Hoyt in Back Matter (1), and Back Matter (2)
- Theme-Sets for Secondary Students: How to Scaffold Core Literature by Jeannine D. Richison in Back Matter
- Spotlight on Comprehension: Building a Literacy of Thoughtfulness by Linda Hoyt on page 18
- Struggling Readers: Assessment and Instruction in Grades K-6 by Ernest Balajthy in Front Matter
See all 20 books citing this book
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