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"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. "--
List of contents
List of Figures vii
List of Boxes xi
Foreword by Jean Gross CBE xiii
Acknowledgements xv
Chapter 1 What is Reading Comprehension? 1
Chapter 2 The Poor Comprehender Profile 13
Chapter 3 The York Reading for Meaning Project: An Overview 27
Chapter 4 Teaching Principles 47
Chapter 5 Intervention Materials: Oral Language Programme 59
Chapter 6 Intervention Materials: Text Level Programme 99
Chapter 7 Intervention Materials: Combined Programme 135
Chapter 8 Feedback and Evaluation 141
Chapter 9 Theoretical and Practical Implications 157
Appendices
Appendix 1. Consent Procedures 165
Appendix 2. Training of Teaching Assistants 166
Appendix 3. Teaching Assistant Feedback on Training 166
Appendix 4. Manual Production 168
Appendix 5. Additional Preparation 168
Appendix 6. Fortnightly Tutorial Groups 169
Appendix 7. Record Sheets 169
Appendix 8. Observations and On-site Feedback 170
Appendix 9. Newsletters 172
Appendix 10. Sharing Data 172
Glossary 175
References 187
Report
"This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book." (Patoss, 1 October 2014)
"This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children." (Child & Adolescent Mental Health, 4 April 2014)
