LEADER 06324nam 22008773u 450 001 9910790673303321 005 20240103084516.0 010 $a1-118-60674-4 010 $a1-118-60671-X 010 $a1-118-60673-6 035 $a(CKB)2550000001125943 035 $a(EBL)1420227 035 $a(OCoLC)859379700 035 $a(SSID)ssj0001000035 035 $a(PQKBManifestationID)11634987 035 $a(PQKBTitleCode)TC0001000035 035 $a(PQKBWorkID)10943348 035 $a(PQKB)11611378 035 $a(MiAaPQ)EBC1420227 035 $a(PPN)188534059 035 $a(EXLCZ)992550000001125943 100 $a20140210d2013|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping reading comprehension /$fPaula J. Clarke, Emma Truelove, Charles Hulme and Margaret J. Snowling ; illustrations by Dean Chesher 210 $aHoboken $cWiley Blackwell$d2013 215 $a1 online resource (211 p.) 300 $aDescription based upon print version of record. 311 0 $a1-118-60675-2 311 0 $a1-299-95332-8 311 0 $a9781118606766 327 $aDeveloping 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 Understanding 327 $aEnvironmental 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; Themes 327 $aPassage 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; Riddles 327 $aSimile 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; Summarisation 327 $aPredictionQuestion 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; Summary 327 $aChapter 9 Theoretical and Practical Implications 330 $aPresents 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 overvie 606 $aReading -- Computer-assisted instruction -- Software 606 $aReading comprehension -- Study and teaching (Elementary) 606 $aReading comprehension 606 $aReading comprehension$xStudy and teaching (Elementary) 606 $aReading comprehension 606 $aEducation$2HILCC 606 $aSocial Sciences$2HILCC 606 $aTheory & Practice of Education$2HILCC 606 $aLectura$2thub 606 $aEnsenyament assistit per ordinador$2thub 606 $aComprensió de la lectura$2thub 608 $aLlibres electrònics$2thub 615 4$aReading -- Computer-assisted instruction -- Software. 615 4$aReading comprehension -- Study and teaching (Elementary). 615 4$aReading comprehension. 615 0$aReading comprehension$xStudy and teaching (Elementary) 615 0$aReading comprehension 615 7$aEducation 615 7$aSocial Sciences 615 7$aTheory & Practice of Education 615 7$aLectura 615 7$aEnsenyament assistit per ordinador 615 7$aComprensió de la lectura 676 $a371.3 700 $aClarke$b Paula J.$0860241 702 $aTruelove$b Emma 702 $aHulme$b Charles 702 $aSnowling$b Margaret J. 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910790673303321 996 $aDeveloping reading comprehension$91919466 997 $aUNINA