"This is a book that needs to be read by all educators! This second edition examines groundbreaking research that is becoming more important in education today, such as the brain processes involved in the ability to comprehend text. This book is an invaluable resource for teachers of all grade levels who are serious about reading and comprehension." - John Scovill, Jr., third-grade teacher, Washington County School District, St. George, Utah, USA. "This volume, a most worthy follow-up to the first edition, gets to the heart of how we comprehend text and how to best foster the development of comprehension in students. The array of topics and the quality of the chapters contribute breadth and depth to the ongoing evolution of knowledge in this critical area. This book is well situated at the convergence of theory and practice and, as such, I recommend it for graduate courses for teachers and researchers." - Peter Afflerbach, Department of Curriculum and Instruction, University of Maryland, USA. "From theory to classroom practice, this well-organized and highly usable text represents an integrative view of the nature of reading comprehension. The text will provide graduate students with comprehensive foundational knowledge and will stimulate researchers in the field to consider new ways to investigate reading comprehension and classroom instruction. Block and her colleagues have developed a book that offers information and support for teachers of young, adolescent, and struggling learners, as well as English language learners." - Pamela J. Dunston, School of Education, Clemson University, USA
Now, in a substantially revised and updated second edition, this comprehensive professional resource and text is based on cutting-edge research. In each chapter, leading scholars provide an overview of a particular aspect of comprehension, offer best-practice instructional guidelines and policy recommendations, present key research questions still to be answered, and conclude with stimulating questions for individual study or discussion. All 25 chapters are new, with coverage of such timely topics as differentiated instruction, technology and reading comprehension, teaching English language learners, and the implications of current neuroscientific findings.