The Handbook of Research on Reading Comprehension is the seminal research handbook on reading comprehension. The 3rd edition is an edited comprehensive compilation that summarizes the body of research on reading comprehension, building on the research of the first and second editions.
The Handbook of Research on Reading Comprehension is the seminal research handbook on reading comprehension. The third edition is an edited comprehensive compilation that summarizes the body of research on reading comprehension, building on the research of the first and second editions.
The purpose of the third edition is to provide a resource to:
• Summarize the theory, methods, instruction, assessment, landmark studies, recent advances, and trends in reading comprehension research
• Provide a comprehensive reference for a broad spectrum of stakeholders including scholars, educators, leaders, policy makers, and the general public on matters that influence and directing affecting the educational goals relative to literacy achievement
• Guide mentors and doctoral candidates seeking doctoral-level preparation in the area of reading comprehension research
• Make available the developments in reading comprehension from a global perspective by focusing on international researchers and populations
• Highlight cutting edge technological trends and implications
• Guide leaders toward decision-making grounded in scientific structures and research
• Focus on equity issues as it relates to the domain of reading comprehension situated within the context of cultural demands in today’s society
Noteworthy Features in the Third Edition: The handbook consists of the following unique features:
• Comprehensive Overview: Each chapter provides a review of the research base in an area of reading comprehension research, as well as the historical and theoretical perspectives inherent to the topic with authors emphasizing the landmark studies that have been published since the second edition.
• Contributor Expertise: Each chapter author is the leading expert in the area of expertise on the topic, bringing extensive breadth and depth to the topic covering all aspects of the domain.
• Chapter Structure: Each chapter will include similar organizational features, which focus on the overall outline of the chapter and questions the chapter will address, a summary of the research, significant contributions, recent advances, guiding principles relevant to the domain, a summary of instructional interventions, and applications for future research. New chapter features will attend to technology, methodology, policy applications, and international scholarship.
• Questions for Discussion: New to the third edition is the contribution of 2-4 guiding questions that share the breadth and depth of the primary focus of the chapter’s contents. Guiding questions can be used to stimulate deeper conversation in school professional development groups, as well as classroom and study groups.
• Technology Links: Each chapter author identifies technological advancements both on and offline, as well as include any relevant digital resources that readers can readily access. This new feature is to provide an interactive platform with the author and the readers.
This is an essential reference volume for the international community of researchers, scholars, educators, graduate students, and professionals working in the area of reading and literacy.
Arvustused
"In toto the third edition of this handbook performs a pedagogical hat trick by delving into the past, covering expansively the state of the art, and postulating both possibilities and potentials for a myriad of futures for scholarship on reading comprehension. The text admirably covers the theory, knowledge bases, and methodologies that serve as the foundations of all work in the field of reading comprehension. Further, in serving as a text for the third decade of the 21st century, it provides coverage of the new and ever-expanding technologies along with coverage of the evolving perspectives on culture, sociolinguistics, policy, equity, etc. as part and parcel to comprehension of text."
Norman A. Stahl, Professor Emeritus of Literacy Education at Northern Illinois University, USA
"This third edition of the Handbook of Research on Reading Comprehension is needed to evince the ever-evolving nature of reading comprehension. It will be invaluable to professors, students, university program and course development, national accreditation, and professional development. I believe it is a cutting-edge reading comprehension research resource."
Maureen McLaughlin, Professor Emerita, East Stroudsburg University of Pennsylvania
Part 1: FOUNDATIONS: Ways of Knowing and Doing
1. Introduction:
Examining Comprehension Through New Lenses
2. The Roots of Reading
Comprehension Instruction
3. Professional Development in an Era of Literacy
Mandates: Teaching Comprehension in the United States and in the World Part
2: Theoretical Perspectives
4. Advancing an Equity-Oriented, Sociocultural
Account of Reading Comprehension
5. Understanding the Nature of Reading
Comprehension: Viewing Comprehension as a Multifaceted Phenomenon
6. Reading
Comprehension as Social Practice(s) in Social Events
7. Theoretical
Transformations in Comprehension: Reflections on the Past and Visions for the
Future Part 3: DEVELOPMENTAL IMPACT
8. The Roles of Oral Language and
Knowledge Development In Supporting Text Comprehension in Young Children
9.
Using Assessment to Map and Evaluate the Comprehension Development of Young
Children
10. Choosing Texts for Comprehension
11. Reading Fluency and
Comprehension Development
12. Vocabulary and Reading Comprehension: More Than
a Simple Equation Part 4: TEXT PROCESSING AND KNOWLEDGE ACQUISITION
13. The
Connection Between Reading Comprehension and Written Composition: Theory and
Evidence
14. The Knowledge-Comprehension Connection: Activating, Building,
And Revising Knowledge During Reading
15. More than Words: Examining Reading
Comprehension as an Act of Communication
16. Self-Regulation with Agency: A
Path Less Traveled Part 5: DIGITAL TEXT COMPREHENSION AND STRATEGIES
17.
Background Research on Historical, Social, and Cultural Factors Shaping
Students: Reading Comprehension of Digital, Multimodal Texts
18. Constructing
Meaning through Discussion
19. Research on Informational and Digital Text
Comprehension Part 6: CULTURE, EQUITY, AND ENGAGEMENT
20. Reading
Comprehension Research from an Intersectional Lens: Examining the Knowledge
Base in the Context of Race, Language, and Disability
21. Family Literacy and
Reading Comprehension: Evolving Understandings and Emerging Directions
22.
Perspectives on Reading Comprehension for Multilingual Learners
23. Racial
Literacies and Comprehension: Readers, Histories, Contexts, Texts, Practices,
Assessments, and Intersubjective Meanings before/since/beyond 21st Century
Race Customs of the U.S. Part 7: FUTURE DIRECTIONS
24. Public Policy in the
Era of Pandemic Response and Recovery, The Science of Reading, and New
Literacies
25. Where to From Here? Afterword: The Future of Reading
Comprehension Analyses: Addressing Methodological Concerns in Order to
Advance Conceptual Understanding Final Thoughts: How Classroom Teachers Can
Benefit from Reading the Handbook of Research on Reading Comprehension, 3rd
Edition
Susan E. Israel, PhD, is a literacy researcher, educator, and author who has focused her research agenda on reading comprehension since her early days teaching in the classroom over 25 years ago. She taught at the University of Notre Dame, in the Alliance for Catholic Education summer program, and at the University of Dayton, where she received the Panhellenic Council Outstanding Professor Award. Dr. Israel is a recipient of a Teacher as Researcher grant from the International Literacy Association (ILA) and has served on several ILA committees and interest groups, including as president of the History of Literacy Special Interest Group.
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