Catalogue Search | MBRL
Are you sure you want to remove the book from the shelf?
{{itemTitle}}
130
result(s) for
"Clarke, Paula J."
Sort by:
Developing reading comprehension
\"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. \"-- Provided by publisher.
Book
Ameliorating Children's Reading-Comprehension Difficulties: A Randomized Controlled Trial
Children with specific reading-comprehension difficulties can read accurately, but they have poor comprehension. In a randomized controlled trial, we examined the efficacy of three interventions designed to improve such children's reading comprehension: text-comprehension (TC) training, oral-language (OL) training, and TC and OL training combined (COM). Children were assessed preintervention, midintervention, postintervention, and at an 11-month follow-up. All intervention groups made significant improvements in reading comprehension relative to an untreated control group. Although these gains were maintained at follow-up in the TC and COM groups, the OL group made greater gains than the other groups did between the end of the intervention and follow-up. The OL and COM groups also demonstrated significant improvements in expressive vocabulary compared with the control group, and this was a mediator of the improved reading comprehension of the OL and COM groups. We conclude that specific reading-comprehension difficulties reflect (at least partly) underlying oral-language weaknesses that can be effectively ameliorated by suitable teaching.
Journal Article
Developing reading comprehension
\"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. \"--
eBook
Developing reading comprehension
\"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.\"-- Provided by publisher.
Book
Theoretical and Practical Implications
The results of the York Reading for Meaning Project show that once children have been identified as having reading comprehension difficulties, it is possible to provide additional teaching that can significantly improve their reading and language comprehension skills. The authors compare the effects of three different interventions: an Oral Language programme, a Text Level programme and a Combined programme. All three programmes produce reliable gains in reading comprehension scores at the end of the 20‐week teaching period and after an 11‐month follow‐up. The authors suggest that identifying children with the poor comprehender profile is both important and achievable for practitioners. Teachers and educational professionals can do this by measuring children's reading accuracy and reading comprehension skills and considering the discrepancy between the two abilities alongside the levels at which the child is working.
Book Chapter
Feedback and Evaluation
This chapter details some of the tools the authors used to collect ongoing feedback from those involved in the York Reading for Meaning project. Feedback was collected at tutorials, through the record forms, and using questionnaires at the end of each 10‐week block of teaching. The chapter summarises some of the key findings from these feedback questionnaires. The majority of teaching assistants found having their sessions observed useful. Feedback was also sought from the children who participated in the project using questionnaires. Questionnaires were also sent to the parents of all 160 participating children at the end of the project. Some of the challenges involved in running the project in a school have been reported, one of the key issues being lack of time and having too much planned for some sessions.
Book Chapter
The Poor Comprehender Profile
This chapter provides an overview of the research around a group of children who have a reading profile known as the ‘poor comprehender’ profile. Based on the simple view of reading (Gough and Tunmer, 1986), this profile highlights the needs of children who have good skills in decoding words and sentences but struggle to understand what they read. The chapter considers the importance of meeting the needs of this group of children to avoid the potentially widespread adverse effects of poor reading comprehension on learning and motivation throughout these children's school lives. It highlights the important role of environmental influences including motivation, instruction and exposure to reading material. In addition, the chapter considers in some depth the processes that may underlie the poor comprehender profile, including language skills, working memory, inferencing and comprehension monitoring.
Book Chapter
What is Reading Comprehension?
This introductory chapter of Developing Reading Comprehension outlines the richness of written language and the complexities of the processes involved in reading for meaning. This serves to highlight the many ways in which children's ability to understand text can break down, and will provide points to consider when teaching and developing interventions to improve reading comprehension. Models of reading comprehension that can help us understand the different skills and processes involved in interpreting text, namely, the simple view of reading (Gough and Tunmer, 1986) model and Construction–Integration Model of Kintsch and Rawson, are discussed in the chapter. The book chapter describes in detail a project that the authors undertook to develop and evaluate a set of interventions to develop reading comprehension in children in the middle school years. It presents findings that demonstrate the efficacy of these interventions and elaborates their content for practitioners who wish to use them.
Book Chapter
Teaching Principles
This chapter provides an overview of the three intervention programmes that the authors developed for the York Reading for Meaning Project. It considers the core principles underpinning the intervention programmes. Vygotsky's socio‐cultural theory of learning has been highly influential in educational practice and provides the rationale for some of the features of the intervention programmes developed for this project. The concept of distributed practice was key to the design and implementation of the intervention sessions. The teaching principles outlined in the chapter are fed into the design of the activities and the scripting of the manual as well as forming the backdrop to the training events with the teaching assistants.
Book Chapter