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Direct linkDuke, Nell K.; Ward, Alessandra E.; Pearson, P. David – Reading Teacher, 2021
Decades of research offer important understandings about the nature of comprehension and its development. Drawing on both classic and contemporary research, in this article, we identify some key understandings about reading comprehension processes and instruction, including these: Comprehension instruction should begin early, teaching word-reading…
Descriptors: Reading Instruction, Reading Comprehension, Educational Research, Teaching Methods
Forzani, Elena; Afflerbach, Peter; Aguirre, Sarah; Brynelson, Nancy; Cervetti, Gina; Cho, Byeong-Young; Coiro, Julie; García, Georgia Earnest; Guthrie, John T.; Hinchman, Kathleen; Lee, Carol D.; Pacheco, Mariana; Pearson, P. David; Ross, Alicia; Skerrett, Allison; Uccelli, Paola – Literacy Research: Theory, Method, and Practice, 2022
The National Assessment of Educational Progress (NAEP) in Reading aims to measure reading comprehension for students in the United States and to monitor progress in our education system. NAEP Reading is developed based on an assessment framework document that is periodically revised to reflect the latest understandings about reading comprehension…
Descriptors: National Competency Tests, Reading Comprehension, Reading Tests, Evaluation Methods
García, Georgia Earnest; Taylor, Barbara M.; Pearson, P. David; Bray, Teresa Méndez; Primeaux, Joan; Mora, Raúl Alberto – Elementary School Journal, 2021
A mixed-design study investigated how teachers and second/third- and fourth-grade bilingual students in three high-poverty schools responded to dialogic cognitive strategy instruction or dialogic responsive engagement (RE) instruction compared with a treated control (vocabulary). The second graders were taught in Spanish, and the fourth graders…
Descriptors: Instructional Improvement, Reading Instruction, Reading Comprehension, Bilingual Students
