Reading from Words to Multiple Texts

Author: M. Anne Britt
Publisher: Routledge
ISBN: 0415501938
Format: PDF, ePub, Docs
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Increasing the mastery of reading and text literacy in the general population is one of the most important challenges faced by both developed and developing societies. Providing a new reference for researchers and practitioners involved in this domain, this book brings together empirical research on the multiple levels of language that are involved in reading. It emphasizes the concrete outcomes of scientific research, and illustrates the continuity among levels. The chapters deal with clearly articulated questions, provide up-to-date reviews of the literature, and include discussions of the impacts of research outcomes for the practice of reading instruction. Furthermore, the volume addresses the gap between restricted and more functional approaches to reading competency. Finally, it addresses some of the new issues that arise from the rapid changes in reading practices that are related to the diffusion of digital technologies. Featuring contributions from authors who are among the acknowledged leaders in the field and presenting the state of the art and current controversies in reading and literacy research, this volume honors the profound impact of Charles Perfetti on reading research.

Reading Across Multiple Texts in the Common Core Classroom K 5

Author: Janice A. Dole
Publisher: Teachers College Press
ISBN: 0807755907
Format: PDF
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This teacher-friendly resource addresses one of the most important critical reading skills in the Common Core State Standards --reading across multiple texts. As the world grows ever more complicated, students more than ever need to become skillful at reading multiple sources, comparing, contrasting, and integrating texts. Responding specifically to Standards 7 and 9, this guide shows teachers how to work with students as they read, think about, critique, and evaluate multiple texts, including narrative and informational, print, graphic, and video, hard copy and online. The authors provide strategies for helping students answer text-dependent questions, find evidence in a text, and scan for information. Model lessons developed and taught by the authors and their professional colleagues will be especially useful to teachers whether they are beginning or expanding their own teaching of multiple texts.

Literacy Beyond Text Comprehension

Author: M. Anne Britt
Publisher: Taylor & Francis
ISBN: 1317404459
Format: PDF, ePub, Docs
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Literacy Beyond Text Comprehension aims to systematically investigate how readers interpret reading tasks within a situation, and how that interpretation influences reading behavior and comprehension. Presenting a new model of REading as problem SOLVing (RESOLV), the authors describe reading comprehension in terms of how a reader adopts goals within a particular situation that then guide what is read, when, and how. By applying the RESOLV model to a range of reading situations, this book provides evidence to suggest that there is no unitary understanding of a task, because individuals bring their own goals and characteristics to the situation; as such, it demonstrates the importance of understanding how a reader (e.g., student, test-taker, employee completing a work task) represents the context and the specific assignment. Written by internationally recognized learning sciences scholars, Literacy Beyond Text Comprehension advances the state of the art in reading research, but also seeks to inform a broader range of audiences, including those interested in the teaching and the assessment of reading.

Text Complexity and Reading Comprehension Tests

Author: Erik Castello
Publisher: Peter Lang
ISBN: 9783039117178
Format: PDF
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Based on the analysis of a specially compiled corpus of internationally recognized English as a foreign language (EFL) reading tests at different levels of proficiency, this volume explores the relation between the complexity of written texts and the difficulty of reading comprehension tests. It brings together linguistic investigations into the text-inherent complexity of the tests and a study of the data derived from their administration to groups of Italian university students. The study of text complexity draws on corpus linguistics, text linguistics and systemic functional linguistics. Both quantitative and qualitative analyses are carried out on the language used in the reading texts and in the related tasks that make up the corpus of tests. The assessment of test difficulty, on the other hand, is informed by research on language testing, and, in particular, by findings and methodologies of Classical Test Theory and Item Response Theory. Relevant aspects of these theories are used to analyze and interpret both the data obtained from the administration of the tests and the data collected by means of feedback questionnaires completed by test takers. The application of such diverse methodologies and the subsequent comparison of the results of the analyses has brought out interesting correlations between text-inherent complexity, perceived test difficulty and actual test difficulty.

Every Reader a Close Reader

Author: Samantha Cleaver
Publisher: Rowman & Littlefield
ISBN: 1475814755
Format: PDF, Docs
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Drawing expertise and ideas from research, as well as teachers from across the country, Every Reader, a Close Reader serves as both an instructional guide and professional development tool for classroom teachers and instructional leaders to use when starting or strengthening close reading at the classroom level.

CliffsNotes CSET Multiple Subjects with CD ROM 3rd Edition

Author: Stephen Fisher
Publisher: Houghton Mifflin Harcourt
ISBN: 054418095X
Format: PDF
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A new edition of one of the bestselling CSET products on the market Reflects the latest changes in the California CSET Multiple Subjects teacher-certification test, which is now computer-based only The book includes diagnostic tests for every domain included in the test, detailed subject review chapters, and 2 full-length practice tests with in-depth answer explanations The CD contains all of the book's subject review chapters in searchable PDF format, the book's 2 practice tests, plus a third full-length practice test

Improving Reading Skills Across the Content Areas

Author: Rebecca Rozmiarek
Publisher: Corwin Press
ISBN: 1452237255
Format: PDF, ePub, Docs
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Based on IRA and NCTE standards, these classroom-tested reading activities will benefit all students in Grades 6-12, including gifted, special education, and ELL students.

Improving Reading Comprehension of Middle and High School Students

Author: Kristi L. Santi
Publisher: Springer
ISBN: 3319147358
Format: PDF
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This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

Foundations of Reading Acquisition and Dyslexia

Author: Benita A. Blachman
Publisher: Routledge
ISBN: 080582362X
Format: PDF, Kindle
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The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.