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Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. In this unique and timely volume, leading scholars and researchers provide a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. This rich collection offers practitioners, researchers, and literacy specialists a valuable resource for improving reading comprehension at the elementary and secondary levels.
Contributors include renowned scholars and practitioners: Paul van den Broek, Kathleen Kremer, Michael Pressley, Janice Dole, Taffy Raphael, Lynn Fuchs, Douglas Fuchs, Michael Graves, Donna Alvermann, Robert Jiménez, and Jere Brophy.
About the Editors:
Barbara M. Taylor is Guy Bond Chair in Reading and a professor in the Department of Curriculum and Instruction at the University of Minnesota. She is also a principal investigator for the Center for the Improvement of Early Reading Achievement funded by the U.S. Department of Education.
Michael Graves is professor in the Department of Curriculum and Instruction at the University of Minnesota and Head of the Literacy Education Program. Dr. Graves currently chairs the Studies and Research Program Development Committee for the International Reading Association.
Paul van den Broek is currently Guy Bond Professor in Reading and the former director of the Center for Cognitive Sciences at the University of Minnesota. He serves on the editorial board of the Journal of Experimental Psychology, Discourse Processes, and Memory and Cognition.
