Developing Reading Comprehension
“In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers.”
Sir Jim Rose, CBE
“The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.”
Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy
“Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.”
Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham
A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
Die Inhaltsangabe kann sich auf eine andere Ausgabe dieses Titels beziehen.
Paula J. Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education atthe University of Leeds.
Emma Truelove is undertaking doctoral training in Educational and Child Psychology with the University of Sheffield.
Charles Hulme is Professor of Psychology at University College London.
Margaret J. Snowling. is President of St John’s College, University of Oxford and Professor in the Department of Experimental Psychology, University of Oxford.
“In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, ?uent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exemplifies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-?edged readers.”
Sir Jim Rose, CBE
“The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most difficulty in reading is exactly where attention should be directed. This volume summarises the team’s achievements to date, and is most eagerly awaited.”
Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy
“Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It’s an exemplary masters-level textbook written with undergraduate-level lucidity and approachability.”
Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham
A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
"In recent years the debate about teaching young children to read has tended to focus upon equipping them with the crucially important knowledge and skills they need to read words accurately in and out of context, that is to say, teaching them how the alphabet works for reading and spelling. While such knowledge and skills are essential, more is required for children to become literate, fluent readers who understand what they read. In short, the goal of reading is comprehension. This book scrupulously examines the obstacles to reading comprehension and exempli Fies what can be done to help children overcome them. It is an important and timely contribution to securing high-quality teaching of the range of attributes children need to become fully-fledged readers."
Sir Jim Rose, CBE
"The studies by Professors Charles Hulme and Maggie Snowling and their team over two decades based around the Reading Intervention Programme are the most sustained, comprehensive and rigorous research series on reading yet conducted in the UK. Their increasing focus on children who experience the most dif Ficulty in reading is exactly where attention should be directed. This volume summarises the team's achievements to date, and is most eagerly awaited."
Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy
"Developing Reading Comprehension presents a landmark study from the top research team in the UK on how to improve reading comprehension. It's an exemplary masters-level textbook written with undergraduate-level lucidity and approachability."
Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham
A signi&ficant minority of children aged 7-11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence-based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a de Finitive introduction to the characteristics of the 'poor comprehender pro File', and explains how to monitor and assess students' experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.
„Über diesen Titel“ kann sich auf eine andere Ausgabe dieses Titels beziehen.
EUR 4,15 für den Versand von Vereinigtes Königreich nach Deutschland
Versandziele, Kosten & DauerGratis für den Versand innerhalb von/der Deutschland
Versandziele, Kosten & DauerAnbieter: WorldofBooks, Goring-By-Sea, WS, Vereinigtes Königreich
Paperback. Zustand: Very Good. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Bestandsnummer des Verkäufers GOR007563425
Anzahl: 7 verfügbar
Anbieter: Brit Books, Milton Keynes, Vereinigtes Königreich
Paperback. Zustand: Used; Good. ***Simply Brit*** Welcome to our online used book store, where affordability meets great quality. Dive into a world of captivating reads without breaking the bank. We take pride in offering a wide selection of used books, from classics to hidden gems, ensuring there is something for every literary palate. All orders are shipped within 24 hours and our lightning fast-delivery within 48 hours coupled with our prompt customer service ensures a smooth journey from ordering to delivery. Discover the joy of reading with us, your trusted source for affordable books that do not compromise on quality. Bestandsnummer des Verkäufers 3985586
Anzahl: 1 verfügbar
Anbieter: moluna, Greven, Deutschland
Zustand: New. This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book. (Patoss, 1 October 2014) This book makes a very valuable contribution to the field of reading comprehension int. Bestandsnummer des Verkäufers 556568516
Anzahl: Mehr als 20 verfügbar
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes Königreich
PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000. Bestandsnummer des Verkäufers FW-9781118606759
Anzahl: 15 verfügbar
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Neuware - Presents 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 overview of psychological theories of reading comprehension, evaluating their practical applicability. Bestandsnummer des Verkäufers 9781118606759
Anzahl: 2 verfügbar
Anbieter: GreatBookPrices, Columbia, MD, USA
Zustand: New. Bestandsnummer des Verkäufers 19611426-n
Anzahl: Mehr als 20 verfügbar
Anbieter: THE SAINT BOOKSTORE, Southport, Vereinigtes Königreich
Paperback / softback. Zustand: New. This item is printed on demand. New copy - Usually dispatched within 5-9 working days 390. Bestandsnummer des Verkäufers C9781118606759
Anzahl: Mehr als 20 verfügbar
Anbieter: Ria Christie Collections, Uxbridge, Vereinigtes Königreich
Zustand: New. In. Bestandsnummer des Verkäufers ria9781118606759_new
Anzahl: Mehr als 20 verfügbar
Anbieter: Chiron Media, Wallingford, Vereinigtes Königreich
PF. Zustand: New. Bestandsnummer des Verkäufers 6666-IUK-9781118606759
Anzahl: 10 verfügbar
Anbieter: GreatBookPricesUK, Woodford Green, Vereinigtes Königreich
Zustand: New. Bestandsnummer des Verkäufers 19611426-n
Anzahl: Mehr als 20 verfügbar