Improving reading comprehension of middle and high school students
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, En...
| Other Authors: | Santi, Kristi L.,, Reed, Deborah K.,, SpringerLink (Online service) |
|---|---|
| Format: | eBook |
| Language: | English |
| Published: |
Cham, Switzerland :
Springer Science and Business Media,
[2015]
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| Physical Description: |
1 online resource. |
| Series: |
Literacy studies ;
v. 10. |
| Subjects: |
Table of Contents:
- Abstract; Contents; Contributors; What Do Models of Reading Comprehension and Its Development Have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents?; 1 Process Models of Reading Comprehension; 2 Component Skills Models of Reading Comprehension; 3 Typical and Atypical Development of Reading Comprehension; 3.1 Word Reading Accuracy and Fluency; 3.2 Word and World Knowledge; 3.3 Discourse-Level Skills; 4 Text Characteristics That Affect Comprehension for Adolescent Readers; 5 Concluding Comments; References.
- Reading History: Moving from Memorizing Facts to CriticalThinking1 Introduction; 2 Contextualizing: Reading Instruction Then and Now; 3 What's So Unique About History Text?; 3.1 What Counts as Text; 3.2 Variety of Genres and Text Structures; 3.3 Multiple Points of View; 3.4 Historical References; 3.5 Specialized Vocabulary; 3.6 Specificity of Language; 4 Reading and Thinking About Text; 4.1 Heuristics for Reading; 4.1.1 Sourcing; 4.1.2 Contextualizing; 4.1.3 Corroboration; 4.2 Habits of Mind; 5 Development of Reading; 5.1 Expert Readers; 5.2 Novice and Developing Readers.
- 5.3 Reading Development in History6 Instruction in History: Developing Expertise; 6.1 Knowing the Students; 6.2 Setting Clear Goals; 6.3 Modeling Explicit Thinking; 6.4 Teaching Word and Language Patterns; 6.5 Providing Time and Texts They Can Read; 6.6 Expecting Pushback; 6.7 The Criticality of the Teacher; 7 Ongoing Issues; 7.1 More than One Method; 7.2 What We Assess; 8 Conclusion; References; Reading Mathematics: More than Words and Clauses; More than Numbers and Symbols on a Page; 1 Introduction; 2 How Students and Teachers Use Math Textbooks.
- 3 Overview of Our Study: Methods and Findings3.1 Participants; 3.2 Procedure; 3.3 Data Analysis; 3.3.1 Helpfulness and Active Versus. Passive Reading; 3.4 Results; 3.5 Reported Themes for Text Features; 3.5.1 Font Variation; 3.5.2 Headers; 3.5.3 Highlighted Font-Vocabulary; 3.6 Reported Themes for Problem Types; 3.6.1 Worked Examples; 3.6.2 Semi-worked Example; 3.6.3 Procedural and Applied Practice Problems; 3.6.4 Write Math; 4 Summary, Discussion, and Implications; 5 Conclusion; References.
- Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension1 Science Textbooks, Strategies, and Cognitive Processes; 2 Reading Science Texts and Writing a Summary: Some Data; 3 The Influence of Text Characteristics and Causal Relations on Reading Comprehension; 4 The Importance of Summaries in Comprehension Processes and Reading Competence; 5 The Representation of Scientific Text and Strategies for Summarizing; 5.1 Surface Code Level; 5.2 Textbase Level; 5.3 Mental Model or Situation Model.