1 Front Matter 2 Executive Summary 3 Part I: Introduction to Reading 4 1. Introduction 5 2. The Process of Learning to Read 6 Part II: Who Are We Talking About? 7 3. Who Has Reading Difficulties? 8 4. Predictors of Success and Failure in Reading 9 Part III: Prevention and Intervention 10 5. Preventing Reading Difficulties Before Kindergarten 11 6. Instructional Strategies for Kindergarten and the Primary Grades 12 7. Organizational Strategies for Kindergarten and the Primary Grades 13 8. Helping Children with Reading Difficulties in Grades 1 to 3 14 Part IV: Knowledge into Action 15 9. The Agents of Change 16 10. Recommendations for Practice and Research 17 References 18 Biographical Sketches 19 Index

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Preventing reading difficulties in young children

Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index

Speech Genres and Other Late Essays

by Linda Darling-Hammond, New York, NY, Teacher’s College Press, 2010, 394 pp., £20.91 (paperback), ISBN 978-0-8077-4962-3 In The flat world and education: how America’s commitment to equity will d...

The flat world and education: how America’s commitment to equity will determine our future

We review the body of research on reading comprehension for students with learning disabilities. First, we describe the factors that lead to the comprehension difficulties of these students. Next we describe our procedures for reviewing the literature on effective instructional methods for this population. Next we review the body of studies involving instructional methods for improving the comprehension of narrative text. This is followed by the research on techniques for improving the comprehension of expository text. We conclude with a discussion of ongoing issues in the field—in particular, (a) the increased use of socially mediated instruction, (b) the need to teach multiple strategies to students to improve comprehension, and (c) controversies in how important it is to explicitly teach specific strategies versus merely providing flexible frameworks to structure dialogue on texts read.

Teaching Reading Comprehension Strategies to Students With Learning Disabilities: A Review of Research

Learning the lessons.

The process-product literature has focused on quantitative measures of teacher behavior that correlate to student achievement of basic skills. In this article, we review the general findings from the process-product literature on effective teaching. We also suggest a conceptual framework for extending our understanding of effective teaching based on recent studies focusing on the qualitative dimensions of teacher behavior associated with the development of higher-order thinking and problem-solving abilities. These dimensions involve teachers' abilities to model cognitive strategies in meaningful and purposive activities, promote classroom dialogues about strategies and processes, responsively adjust instruction on a moment-to-moment basis given their students' changing states of knowledge and abilities, and establish classroom communities in which students collaboratively and cooperatively participate in inquiry-related activities.

Defining and Redefining Instructional Practice in Special Education: Perspectives on Good Teaching:

Tenets of Sociocultural Theory in Writing Instruction Research.

This article reports on a comprehension procedure that makes visible to students their prior knowledge about a topic and the structures in expository text. The procedure used reciprocal-like teaching formats for the design of group interactions during instruction, as well as semantic mapping to make text structures apparent to students. Results suggested that strategy instruction using this procedure significantly affected recall of expository ideas and knowledge of comprehension strategies among students with learning disabilities. More importantly, it was the extent to which teachers were able to transfer control of reading strategies to students that appeared to affect students' developing strategy knowledge.

Making Students Partners in the Comprehension Process: Organizing the Reading “Posse”

Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles o...

The Early Literacy Project: Connecting across the Literacy Curriculum

In this article we present an integrated literacy curriculum for special education students that was designed to promote classroom discourse for negotiating and constructing meanings in reading and...

Troy V. Mariage

Papers

Defining and Redefining Instructional Practice in Special Education: Perspectives on Good Teaching:

Tenets of Sociocultural Theory in Writing Instruction Research.

Making Students Partners in the Comprehension Process: Organizing the Reading “Posse”

The Early Literacy Project: Connecting across the Literacy Curriculum

Developing a School-Based Discourse for Literacy Learning: A Principled Search for Understanding.