Description
Teachers of reading, language arts, and English in grades K-12; teacher educators and graduate students; literacy coaches; reading specialists; and literacy researchers. Will serve as a text in graduate-level courses on reading methods and reading comprehension.
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For graduate students and researchers, Block (education, Texas Christian U.) and Parris, a former middle school teacher and doctoral student at the U. of North Texas, compile 25 chapters on aspects of instruction in reading comprehension. Contributors working in education, psychology, and cognitive science mostly in North America discuss neuroscience research in the field, theoretical directions, improving teaching, differentiated instruction, and technology. For this edition, chapters are in a new format and address new issues, including how knowledge of the topic has changed since the National Reading Panel Report in 2000, No Child Left Behind legislation, and the Reading First Act. Dual-coded instruction is also emphasized, as well as the cumulative effects of high-quality instruction, and the connection between metacognition, comprehension strategy instruction, and motivation. Annotation ©2008 Book News, Inc., Portland, OR (booknews.com)
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