{"product_id":"developing-reading-comprehension-isbn-9781118606766","title":"Developing Reading Comprehension","description":"\u003cb\u003eDeveloping Reading Comprehension\u003c\/b\u003e \u003cp\u003e“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.” \u003c\/p\u003e\u003cp\u003e\u003cb\u003eSir Jim Rose, CBE\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e“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.” \u003c\/p\u003e\u003cp\u003e\u003cb\u003eGreg Brooks,\u003ci\u003e\u003c\/i\u003e\u003c\/b\u003e Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy \u003c\/p\u003e\u003cp\u003e\u003ci\u003e“Developing Reading Comprehension\u003c\/i\u003e 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.” \u003c\/p\u003e\u003cp\u003e\u003cb\u003eColin Harrison,\u003c\/b\u003e\u003ci\u003e Emeritus Professor of Literacy Studies in Education, University of Nottingham\u003c\/i\u003e \u003c\/p\u003e\u003cp\u003eA 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. \u003c\/p\u003e\u003cp\u003eList of Figures vii\u003c\/p\u003e \u003cp\u003eList of Boxes xi\u003c\/p\u003e \u003cp\u003eForeword by Jean Gross CBE xiii\u003c\/p\u003e \u003cp\u003eAcknowledgements xv\u003c\/p\u003e \u003cp\u003eChapter 1 What is Reading Comprehension? 1\u003c\/p\u003e \u003cp\u003eChapter 2 The Poor Comprehender Profile 13\u003c\/p\u003e \u003cp\u003eChapter 3 The York Reading for Meaning Project: An Overview 27\u003c\/p\u003e \u003cp\u003eChapter 4 Teaching Principles 47\u003c\/p\u003e \u003cp\u003eChapter 5 Intervention Materials: Oral Language Programme 59\u003c\/p\u003e \u003cp\u003eChapter 6 Intervention Materials: Text Level Programme 99\u003c\/p\u003e \u003cp\u003eChapter 7 Intervention Materials: Combined Programme 135\u003c\/p\u003e \u003cp\u003eChapter 8 Feedback and Evaluation 141\u003c\/p\u003e \u003cp\u003eChapter 9 Theoretical and Practical Implications 157\u003c\/p\u003e \u003cp\u003eAppendices\u003c\/p\u003e \u003cp\u003eAppendix 1. Consent Procedures 165\u003c\/p\u003e \u003cp\u003eAppendix 2. Training of Teaching Assistants 166\u003c\/p\u003e \u003cp\u003eAppendix 3. Teaching Assistant Feedback on Training 166\u003c\/p\u003e \u003cp\u003eAppendix 4. Manual Production 168\u003c\/p\u003e \u003cp\u003eAppendix 5. Additional Preparation 168\u003c\/p\u003e \u003cp\u003eAppendix 6. Fortnightly Tutorial Groups 169\u003c\/p\u003e \u003cp\u003eAppendix 7. Record Sheets 169\u003c\/p\u003e \u003cp\u003eAppendix 8. Observations and On-site Feedback 170\u003c\/p\u003e \u003cp\u003eAppendix 9. Newsletters 172\u003c\/p\u003e \u003cp\u003eAppendix 10. Sharing Data 172\u003c\/p\u003e \u003cp\u003eGlossary 175\u003c\/p\u003e \u003cp\u003eReferences 187\u003c\/p\u003e  \u003cp\u003e“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.”  (\u003ci\u003ePatoss\u003c\/i\u003e, 1 October 2014)\u003c\/p\u003e \u003cp\u003e\"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.\" (\u003ci\u003eChild \u0026amp; Adolescent Mental Health\u003c\/i\u003e, 4 April 2014)\u003c\/p\u003e  \u003cp\u003e\u003cb\u003ePaula Clarke\u003c\/b\u003e is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEmma Truelove\u003c\/b\u003e is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eCharles Hulme\u003c\/b\u003e is Professor of Psychology at University College London.\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMargaret J. Snowling\u003c\/b\u003e is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.\u003c\/p\u003e  \u003cp\u003eA 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.\u003c\/p\u003e  \u003cp\u003eIn 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.\u003cbr\u003e —\u003cb\u003eSir Jim Rose, CBE\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe studies by Professors Margaret Snowling and Charles Hulme 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.\u003cbr\u003e —\u003cb\u003eGreg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDeveloping 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.\u003cbr\u003e —\u003cb\u003eColin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham\u003c\/b\u003e\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989053161701,"sku":"NP9781118606766","price":132.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118606766.jpg?v=1761782599","url":"https:\/\/k12savings.com\/products\/developing-reading-comprehension-isbn-9781118606766","provider":"K12savings","version":"1.0","type":"link"}