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978-3-319-14735-2 |
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|9 978-3-319-14735-2
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|a Improving Reading Comprehension of Middle and High School Students
|h [electronic resource] /
|c edited by Kristi L. Santi, Deborah K. Reed.
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|a Cham :
|b Springer International Publishing :
|b Imprint: Springer,
|c 2015.
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|a X, 197 p. 3 illus., 2 illus. in color.
|b online resource.
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|a text
|b txt
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|a Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
|x 2214-000X ;
|v 10
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|a 1. What do Models of Reading Comprehension and its Development have to Contribute to a Science of Comprehension Instruction and Assessment for Adolescents? -- 2. Reading History: Moving from Memorizing Facts to Critical Thinking -- 3. Reading Mathematics: More than Words and Clauses; More than Numbers and Symbols on a Page -- 4. Understanding Causality in Science Discourse for Middle and High School Students. Summary Task as a Strategy for Improving Comprehension -- 5. Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices -- 6. Improving Comprehension Assessment for Middle and High School Students: Challenges and Opportunities -- 7. Reading Comprehension Skill Development and Instruction for Adolescent English Language Learners: A Focus on Academic Vocabulary Instruction -- 8. Special Education in Middle and High School.
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|a This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment. Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book. This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.
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|a Education.
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|a Applied linguistics.
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|a Curriculums (Courses of study).
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|a Education
|x Curricula.
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|a Educational psychology.
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|a Education
|x Psychology.
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|a Literacy.
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|a Education.
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|a Literacy.
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| 650 |
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|a Educational Psychology.
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| 650 |
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|a Applied Linguistics.
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| 650 |
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|a Curriculum Studies.
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| 700 |
1 |
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|a Santi, Kristi L.
|e editor.
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| 700 |
1 |
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|a Reed, Deborah K.
|e editor.
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| 710 |
2 |
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|a SpringerLink (Online service)
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|t Springer eBooks
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| 776 |
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|i Printed edition:
|z 9783319147345
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| 830 |
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|a Literacy Studies, Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education,
|x 2214-000X ;
|v 10
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| 856 |
4 |
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|u http://dx.doi.org/10.1007/978-3-319-14735-2
|z Full Text via HEAL-Link
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| 912 |
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|a ZDB-2-SHU
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| 950 |
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|a Humanities, Social Sciences and Law (Springer-11648)
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