Reading for Meaning
Fostering Comprehension in the Middle Grades
Published on 1. January 1999
Book
Hardback
216 pages
978-0-8077-3897-9 (ISBN)
Description
Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. In this unique and timely volume, leading scholars and researchers provide a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. This rich collection offers practitioners, researchers, and literacy specialists a valuable resource for improving reading comprehension at the elementary and secondary levels.
More details
Series
Language
English
Place of publication
New York
United States
Target group
College/higher education
Professional and scholarly
Illustrations
Illustrations
Dimensions
Height: 4 mm
ISBN-13
978-0-8077-3897-9 (9780807738979)
Copyright in bibliographic data is held by Nielsen Book Services Limited or its licensors: all rights reserved.
Schweitzer Classification
Persons
About the Editors:
Barbara M. Taylor is Guy Bond Chair in Reading and a professor in the Department of Curriculum and Instruction at the University of Minnesota. She is also a principal investigator for the Center for the Improvement of Early Reading Achievement funded by the U.S. Department of Education.
Michael Graves is professor in the Department of Curriculum and Instruction at the University of Minnesota and Head of the Literacy Education Program. Dr. Graves currently chairs the Studies and Research Program Development Committee for the International Reading Association.
Paul van den Broek is currently Guy Bond Professor in Reading and the former director of the Center for Cognitive Sciences at the University of Minnesota. He serves on the editorial board of the Journal of Experimental Psychology, Discourse Processes, and Memory and Cognition.
Barbara M. Taylor is Guy Bond Chair in Reading and a professor in the Department of Curriculum and Instruction at the University of Minnesota. She is also a principal investigator for the Center for the Improvement of Early Reading Achievement funded by the U.S. Department of Education.
Michael Graves is professor in the Department of Curriculum and Instruction at the University of Minnesota and Head of the Literacy Education Program. Dr. Graves currently chairs the Studies and Research Program Development Committee for the International Reading Association.
Paul van den Broek is currently Guy Bond Professor in Reading and the former director of the Center for Cognitive Sciences at the University of Minnesota. He serves on the editorial board of the Journal of Experimental Psychology, Discourse Processes, and Memory and Cognition.