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Comprehension > Reference Materials

Comprehension

Comprehension

 Reference Materials

Reading Rockets

Reading Rockets is a national multimedia project that offers research-based and best-practice information on teaching kids to read and helping those who struggle.  It is an educational service of public television station WETA in Washington, D.C.  This link will bring you to the Comprehension section of the Reading Rockets website.

 

Framing Main Ideas and Essential Details to Promote Comprehension
This article was adapted from The Framing Routine published by Masterminds, LLC. This book provides a variety of specific instructional strategies for using a highly versatile graphic organizer called the "Frame." The book provides a wide array of ways the Frame can be used at the beginning, middle, and end of instruction to make content-area learning more motivating and meaningful. The book also provides many suggestions for using the Frame to develop literacy and thinking skills. The appendix contains black-line masters of various versions of the Frame graphic organizer.

 

Teaching Comprehension Strategies - The Key Three Routine was presented by Joan Sedita at the 2009 NYS RtI Conference. 

Reading for Understanding, a report by the the RAND Reading Study Group (RRSG)summarizes the state of research and research-based practice in the field of reading comprehension, with a goal of generating a well-motivated agenda for future research that will inform practice in this area.  

Improving the Reading Comprehension of American Children: 10 Research-Based Principles is a list of key principles that research suggests boost comprehension.  It was compiled by CIERA (Center for the Improvement of Early Reading Achievement).

 

The Usefulness of Brief Instruction in Reading Comprehension Strategies is a must-read for educators concerned about building comprehension.  It was written by Dr. Daniel T. Willingham, who writes a regular column for AFT's American Educator  magazine.

 

North Central Regional Educational Laboratory - Building on Prior Knowledge and Meaningful Student Contexts/Cultures

Students learn more effectively when they already know something about a content area and when concepts in that area mean something to them and to their particular background or culture. When teachers link new information to the student's prior knowledge, they activate the student's interest and curiosity, and infuse instruction with a sense of purpose. This site provides several audio links, as well as links to definitions of important terms in this field.

 

 

 PowerPoint Presentations

Workshop: K-3 and Adolescent Literacy

On February 14 and 15, 2006, the Center on Instruction hosted a two-day workshop on the topic K-12 literacy.  The training presented strategies for supporting literacy problems for average and struggling readers, and research-based strategies for literacy instruction and content enhancement.  Presenters included Dr. Joe Torgesen and Dr. Marcia Kosanovich of the Florida Center for Reading Research, Dr. Nell Duke of Michigan State University and the Literacy Achievement Research Center, Dr. John Guthrie of the University of Maryland, and Dr. Keith Lenz of the University of Kansas Center for Research on Learning.  Their PowerPoint presentations are available at the link above.

Anita Archer's Increasing Comprehension by Increasing Engagement PowerPoint presentations are one of her many gifts to the educational community.  They are made available at no cost thanks to her generous spirit.  These presentations are from the May, 2008 Georgia Reading First Literacy Coach Workshop.

Factors That Influence Reading Comprehension: Development and Instructional Considerations: Presented by Dr. Joe Torgeson of Florida State University and Florida Center for Reading Research at the Core Knowledge Conference, Februrary, 2006.

Comprehending Informational Text- Making What is Implicit, Explicit: presented by Cynthia Tate and Maryanne Leonard for the US Department of Education, Teacher to Teacher Initiative, Supporting Success

Reading First, Reading Next, by Catherine E. Snow of Harvard University Graduate School of Education, provides an overview of the current state of reading comprehension instruction and highlights the steps needed to continue its improvement, as identified in Reading Next: A Vision for Action and Research in Middle and High School Literacy - A Report to Carnegie Corporation of New York.

Beginning Reading Instruction: Research Validated Practices

This presentation, by Anita Archer, Ph.D. reviews the current research related to the 5 Big Ideas in Beginning Reading.

 
   
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