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Direct linkLee, Carol D.; Goldman, Susan R. – Theory Into Practice, 2015
This article addresses 3 broad challenges of assessment in reading comprehension: (a) explicitly articulating the knowledge and skills students need to recognize and be able to use in comprehending complex texts; (b) understanding how knowledge and skills progress and successively deepen and develop over repeated opportunities to engage in tasks…
Descriptors: Reading Comprehension, Literature, Critical Reading, Critical Thinking
Download full textGoldman, Susan R.; Lee, Carol D.; Greenleaf, Cynthia; Shanahan, Cynthia – Society for Research on Educational Effectiveness, 2013
Project READI defines reading for understanding as the capacity to engage in evidence-based argumentation from multiple text sources of information, situated within a discipline. This definition reflects what is thought of as central competencies needed for success in 21st century society. Yet the evidence indicates that students are graduating…
Descriptors: Intervention, Evidence, Intellectual Disciplines, Persuasive Discourse
Varnhagen, Connie K.; Goldman, Susan R. – 1983
Hypothesizing that severely language delayed children lack sufficient understanding of causal structure to comprehend stories, a reading program concentrated on developing the causal reasoning of 10 children between the ages of 10 and 12 with a verbal intelligence quotient two to three years below average. Instructional activities in the…
Descriptors: Abstract Reasoning, Child Language, Cognitive Processes, Elementary Education
