Comprehension Instruction: Research-Based Best Practices
Language: English
Published by The Guilford Press, 2015
- Softcover
- Used
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Book is considered to be in acceptable condition. The actual cover image may not match the stock photo. Book may have one or more of the following defects: noticeable wear on the cover dust jacket or spine; curved, dog eared or creased page s ; writing or highlighting inside or on the edges; sticker s or other adhesive on cover; CD DVD may not be included; and book may be a former library copy.
Seller Inventory # SEWV.1462520782.A
- Title
- Comprehension Instruction: Research-Based Best Practices
- Publisher
- The Guilford Press
- Publication year
- 2015
- Condition
- acceptable
- Binding
- Soft cover
- Language
- English
- ISBN 10
- 1462520782
- ISBN 13
- 9781462520787
- Edition
- 3rd Edition
All key issues of research and practice in comprehension instruction are addressed in this highly regarded professional resource and course text. Leading scholars examine the processes that enable students to make meaning from what they read--and how this knowledge can be applied to improve teaching at all grade levels. Best practices for meeting the needs of diverse elementary and secondary students are identified. Essential topics include strategies for comprehending different types of texts, the impact of the Common Core State Standards (CCSS), cutting-edge assessment approaches, and the growing importance of digital genres and multimodal literacies. User-friendly features include end-of-chapter discussion questions.
New to This Edition
*Incorporates the latest research and instructional practices.
*Chapters on the CCSS, critical theory, culturally responsive instruction, and response to intervention.
*Chapters on teaching fiction and informational texts in the secondary grades.
*Expanded coverage of multimodal literacy learning.
*Timely topics such as text complexity, close reading, digital literacies, and neuroscience are discussed in multiple chapters.
"Synopsis" may belong to another edition of this title.
About the Author
Sheri R. Parris, PhD, is an Associate Research Scientist with the Institute of Child Development at Texas Christian University and Adjunct Professor in the Master of Education program at Concordia University Texas. Previously, she was a high school English language arts teacher and a middle school computer literacy teacher, and held a variety of educational research positions. Dr. Parris’s areas of expertise include reading comprehension, adolescent literacy, and neuroscience as it relates to literacy, learning, and child development, with an emphasis on at-risk populations. She has coauthored numerous book chapters and journal articles.
Kathy Headley, EdD, is Associate Dean for Research and Graduate Studies in the College of Health, Education, and Human Development and Professor of Literacy in the Eugene T. Moore School of Education at Clemson University. Dr. Headley began her career as a teacher and reading specialist in Georgia. Her areas of expertise include adolescent literacy and writing, with specialized interests in comprehension and vocabulary. She has published articles in leading literacy journals and served on the Board of Directors of the International Reading Association.
"About the title" may belong to another edition of this title.
Goodwill of Greater Milwaukee and Chicago
Racine, WI, U.S.A.
AbeBooks seller since September 20, 2024
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