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The Science of Reading: A Handbook brings together state-of-the-art reviews of reading research from leading names in the field, to create a highly authoritative, multidisciplinary overview of contemporary knowledge about reading and related skills. Provides comprehensive coverage of the subject, including theoretical approaches, reading processes, stage models of reading, cross-linguistic studies of reading, reading difficulties, the biology of reading, and reading instruction Divided into seven sections:Word Recognition Processes in Reading; Learning to Read and Spell; Reading Comprehension; Reading in Different Languages; Disorders of Reading and Spelling; Biological Bases of Reading; Teaching Reading Edited by well-respected senior figures in the field
Proven ideas from research for parents.
This book describes all of the important factors that cause some students to have low reading achievement and others to have high reading achievement. It concentrates on the main factors that influence how much a student gains in reading achievement during a year of school, or a calendar year. An attempt is made to answer the following questions: what can educators do to increase reading achievement, and what is beyond their influence? The author is directly concerned with achievement associated with normal or typical reading. The focus of the book is on things teachers can do during an entire school year that are likely to improve the reading level and reading rate of students, which in turn, will increase their reading achievement. This effort to specify the most important causes of high and low reading achievement represents an integration of two disciplines of scientific psychology--experimental psychology and psychometrics. A glossary at the end of the book contains definitions of terms and concepts. Helpful appendices explain rauding theory, the three laws of rauding theory, and the equations that can be used to predict the accuracy of reading comprehension, provide conversions among units of rauding rate, and list the numbered equations presented in the book.
Reading instruction is too often grounded in a narrowly defined "science of reading" that focuses exclusively on cognitive skills and strategies. Yet cognition is just one aspect of reading development. This book guides K–8 educators to understand and address other scientifically supported factors that influence each student's literacy learning, including metacognition, motivation and engagement, social–emotional learning, self-efficacy, and more. Peter Afflerbach uses classroom vignettes to illustrate the broad-based nature of student readers’ growth, and provides concrete suggestions for instruction and assessment. The book's utility is enhanced by end-of-chapter review questions and activities and a reproducible tool, the Healthy Readers Profile, which can be downloaded and printed in a convenient 8 1/2" x 11" size.
Teaching students specific literacy skills is important--but equally critical, and often overlooked, is giving them the time and opportunity to read actual texts. Bringing together leading scholars, this book focuses on how teachers can improve both the quality and quantity of reading experiences in K-12 classrooms. Essential topics include factors that make reading tasks more or less productive for different types of learners, ways to balance independent reading with whole-class and small-group instruction, how to choose appropriate texts, and the connections between reading engagement and proficiency. The relevant research literature is reviewed, and exemplary practices and programs are described.
In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.
Report of the National Reading Panel : hearing before a subcommittee of the Committee on Appropriations, United States Senate; One Hundred Sixth Congress, second session; special heÅ April 13, 2000; Washington, DC.