06324nam 22008773u 450 991079067330332120240103084516.01-118-60674-41-118-60671-X1-118-60673-6(CKB)2550000001125943(EBL)1420227(OCoLC)859379700(SSID)ssj0001000035(PQKBManifestationID)11634987(PQKBTitleCode)TC0001000035(PQKBWorkID)10943348(PQKB)11611378(MiAaPQ)EBC1420227(PPN)188534059(EXLCZ)99255000000112594320140210d2013|||| u|| |engur|n|---|||||txtccrDeveloping reading comprehension /Paula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean ChesherHoboken Wiley Blackwell20131 online resource (211 p.)Description based upon print version of record.1-118-60675-2 1-299-95332-8 9781118606766 Developing Reading Comprehension; Copyright; Contents; List of Figures; List of Boxes; Foreword by Jean Gross CBE; Acknowledgements; Chapter 1 What is Reading Comprehension?; Models of Reading Comprehension; The Importance of Reading Comprehension; Summary; Chapter 2 The Poor Comprehender Profile; Factors that Contribute to Poor Reading Comprehension; Language Skills; Understanding the Meaning of Words; Understanding the Structure and Organisation of Words, Sentences and Connected Text; Early Indicators; Working Memory; Working with Text; Making Inferences; Monitoring UnderstandingEnvironmental InfluencesSummary; Chapter 3 The York Reading for Meaning Project: An Overview; Theoretical Aims; Practical Aims; Intervention Design; Research Design; Understanding Causality; Randomised Controlled Trials; Sample Considerations; Random Allocation; Blinding; Attendance and Attrition; Control Groups; Establishing Long-Term Educational Significance; Control Task; Assessment; Findings; Summary and Conclusions; Appendices; Chapter 4 Teaching Principles; Vygotskian Principles; Peer Learning; Individualisation; Scaffolding; Modelling; Reciprocal Teaching; Distributed Practice; ThemesPassage ChoiceSummary; Chapter 5 Intervention Materials: Oral Language Programme; 1. Vocabulary; What Kinds of Words Should We Teach?; After Choosing the Word, How Is It Taught?; Supplementary Activities; Pictures and Photographs; Mind Maps; Memory Aids; Verbal Reasoning; Summary of Vocabulary; 2. Reciprocal Teaching with Spoken Language; Clarification; Summarisation; Prediction; Question Generation; Complementary Activities; Activating Background Knowledge; Developing Visual Representations; Summary of Reciprocal Teaching with Spoken Language; 3. Figurative Language; Idioms; Jokes; RiddlesSimile and MetaphorSummary of Figurative Language; 4. Spoken Narrative; Sequencing and Story Structure; Creating Extended Stories; Summary of Spoken Narrative; Chapter Summary; Answers to Riddles; Chapter 6 Intervention Materials: Text Level Programme; 1. Metacognitive Strategies; Reread; Look-Back; Think-aloud; Thinking in Pictures; Looking at Pictures and Illustrations; Completing Incomplete Pictures; Creating Pictures with Pen and Paper; Explain and Reflect; Strategy Choice; Summary of Metacognitive Strategies; 2. Reciprocal Teaching with Written Language; Clarification; SummarisationPredictionQuestion Generation; Complementary Activities; 3. Inferencing; Cohesive Inferences; Bridging Inferences; Predictive Inferences; Evaluative Inferences; Activating Prior Knowledge; Summary of Developing Inferencing Skills; 4. Written Narrative; Summary of Developing Narrative Skills; Chapter Summary; Chapter 7 Intervention Materials: Combined Programme; Summary; Chapter 8 Feedback and Evaluation; Feedback from Teaching Assistants; The Personal and Professional Development of Teaching Assistants; Overall Evaluation and Next Steps; Children's Reflections; Parents' Feedback; SummaryChapter 9 Theoretical and Practical ImplicationsPresents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11. An in-depth introduction to the 'poor comprehender profile', which describes children who despite being fluent readers have difficulty extracting meaning from text.Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals' experience in delivering the techniques described.Includes an overvieReading -- Computer-assisted instruction -- SoftwareReading comprehension -- Study and teaching (Elementary)Reading comprehensionReading comprehensionStudy and teaching (Elementary)Reading comprehensionEducationHILCCSocial SciencesHILCCTheory & Practice of EducationHILCCLecturathubEnsenyament assistit per ordinadorthubComprensió de la lecturathubLlibres electrònicsthubReading -- Computer-assisted instruction -- Software.Reading comprehension -- Study and teaching (Elementary).Reading comprehension.Reading comprehensionStudy and teaching (Elementary)Reading comprehensionEducationSocial SciencesTheory & Practice of EducationLecturaEnsenyament assistit per ordinadorComprensió de la lectura371.3Clarke Paula J.860241Truelove EmmaHulme CharlesSnowling Margaret J.AU-PeELAU-PeELAU-PeELBOOK9910790673303321Developing reading comprehension1919466UNINA