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Developing reading comprehension interventions

Perspectives from theory and practice
  • Paul van den Broek , Christine A. Espin , Kristen L. McMaster and Anne Helder
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Developmental Perspectives in Written Language and Literacy
This chapter is in the book Developmental Perspectives in Written Language and Literacy

Abstract

In this chapter, we describe how research and knowledge from cognitive and educational sciences can be combined to address the question of how to improve comprehension in struggling readers. First, we provide an overview of cognitive processes in reading comprehension. Second, we describe a program of research in which we combined information from cognitive and educational sciences to develop a reading comprehension intervention, and present the results of a series of studies designed to examine the effects of the intervention on comprehension of struggling readers. Third, we discuss several thematic questions that emerged from our research. Throughout the chapter we discuss implications for theory, practice, and future research.

Abstract

In this chapter, we describe how research and knowledge from cognitive and educational sciences can be combined to address the question of how to improve comprehension in struggling readers. First, we provide an overview of cognitive processes in reading comprehension. Second, we describe a program of research in which we combined information from cognitive and educational sciences to develop a reading comprehension intervention, and present the results of a series of studies designed to examine the effects of the intervention on comprehension of struggling readers. Third, we discuss several thematic questions that emerged from our research. Throughout the chapter we discuss implications for theory, practice, and future research.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface ix
  4. Part I. Language and literacy development
  5. How neuroscience can inform education 3
  6. The neural basis for primary and acquired language skills 17
  7. Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 29
  8. Lexical quality revisited 51
  9. The role of metalinguistic and socio-cognitive factors in reading skill 69
  10. Developing reading comprehension interventions 85
  11. Hunting for the links between word-level writing skills and text quality 103
  12. The development of Hebrew conjunct constructions in narration 119
  13. Motivation and engagement in language and literacy development 137
  14. Children’s hypertext comprehension 149
  15. Part II. Multilingual language and literacy development
  16. An updated review of cross-language transfer and its educational implications 167
  17. The influence of first language on learning English as an additional language 183
  18. Multilingual learners 199
  19. A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 219
  20. Development of qualifiers in children’s written stories 237
  21. Individual variation in syntactic processing in the second language 257
  22. Part III. Language and literacy development in special populations and its implications
  23. How to teach children reading and spelling 277
  24. Two technologies to help adults with reading difficulties improve their comprehension 295
  25. Can poor readers be good learners? 315
  26. The shift of the role of early intervention in the study of dyslexia 333
  27. Issues in diagnosing dyslexia 349
  28. Imagery in reading and reading disabilities 363
  29. Written narratives in children with autism 379
  30. Advancing interventions for children with motor restrictions 399
  31. Assessment of communicative competence in children with severe developmental disorders 413
  32. Index 441
https://doi.org/10.1075/z.206.06van

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Preface ix
  4. Part I. Language and literacy development
  5. How neuroscience can inform education 3
  6. The neural basis for primary and acquired language skills 17
  7. Contributions from cognitive neuroscience to current understanding of reading acquisition and reading disability 29
  8. Lexical quality revisited 51
  9. The role of metalinguistic and socio-cognitive factors in reading skill 69
  10. Developing reading comprehension interventions 85
  11. Hunting for the links between word-level writing skills and text quality 103
  12. The development of Hebrew conjunct constructions in narration 119
  13. Motivation and engagement in language and literacy development 137
  14. Children’s hypertext comprehension 149
  15. Part II. Multilingual language and literacy development
  16. An updated review of cross-language transfer and its educational implications 167
  17. The influence of first language on learning English as an additional language 183
  18. Multilingual learners 199
  19. A comparison of phonological awareness and morphological awareness in reading Chinese across two linguistic contexts 219
  20. Development of qualifiers in children’s written stories 237
  21. Individual variation in syntactic processing in the second language 257
  22. Part III. Language and literacy development in special populations and its implications
  23. How to teach children reading and spelling 277
  24. Two technologies to help adults with reading difficulties improve their comprehension 295
  25. Can poor readers be good learners? 315
  26. The shift of the role of early intervention in the study of dyslexia 333
  27. Issues in diagnosing dyslexia 349
  28. Imagery in reading and reading disabilities 363
  29. Written narratives in children with autism 379
  30. Advancing interventions for children with motor restrictions 399
  31. Assessment of communicative competence in children with severe developmental disorders 413
  32. Index 441
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