Developing Reading Comprehension
December 2013, Wiley-Blackwell
Presents cutting-edge, evidence-based interventions for dealing with specific difficulties of reading comprehension in children aged 7-11.
- An in-depth introduction to the ‘poor comprehender profile’, which describes children who despite being fluent readers have difficulty extracting meaning from text.
- Sets out a range of practical interventions for improving reading skills in this group - along with comprehensive guidance on assessment and monitoring, and insightful accounts of professionals’ experience in delivering the techniques described.
- Includes an overview of psychological theories of reading comprehension, evaluating their practical applicability.
List of Figures vii
List of Boxes xi
Foreword by Jean Gross CBE xiii
Chapter 1 What is Reading Comprehension? 1
Chapter 2 The Poor Comprehender Profile 13
Chapter 3 The York Reading for Meaning Project: An Overview 27
Chapter 4 Teaching Principles 47
Chapter 5 Intervention Materials: Oral Language Programme 59
Chapter 6 Intervention Materials: Text Level Programme 99
Chapter 7 Intervention Materials: Combined Programme 135
Chapter 8 Feedback and Evaluation 141
Chapter 9 Theoretical and Practical Implications 157
Appendix 1. Consent Procedures 165
Appendix 2. Training of Teaching Assistants 166
Appendix 3. Teaching Assistant Feedback on Training 166
Appendix 4. Manual Production 168
Appendix 5. Additional Preparation 168
Appendix 6. Fortnightly Tutorial Groups 169
Appendix 7. Record Sheets 169
Appendix 8. Observations and On-site Feedback 170
Appendix 9. Newsletters 172
Appendix 10. Sharing Data 172
Paula Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.
Emma Truelove is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.
Charles Hulme is Professor of Psychology at University College London.
Margaret J. Snowling is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.
“This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book.” (Patoss, 1 October 2014)
"This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children." (Child & Adolescent Mental Health, 4 April 2014)
In recent years the debate about teaching young children to read
has tended to focus upon equipping them with the crucially
important knowledge and skills they need to read words accurately
in and out of context, that is to say, teaching them how the
alphabet works for reading and spelling. While such knowledge and
skills are essential, more is required for children to become
literate, fluent readers who understand what they read. In short,
the goal of reading is comprehension. This book scrupulously
examines the obstacles to reading comprehension and exemplifies
what can be done to help children overcome them. It is an
important and timely contribution to securing high
quality teaching of the range of attributes children need to become
—Sir Jim Rose, CBE
The studies by Professors Margaret Snowling and Charles Hulme
and their team over two decades based around the Reading
Intervention programme are the most sustained, comprehensive and
rigorous research series on reading yet conducted in the UK. Their
increasing focus on children who experience the most difficulty in
reading is exactly where attention should be directed. This volume
summarises the team’s achievements to date, and is most
—Greg Brooks, Emeritus Professor of Education, University of Sheffield, Member of European High Level Group of Experts on Literacy
Developing Reading Comprehension' presents a landmark
study from the top research team in the UK on how to
improve reading comprehension . It's an exemplary masters-level
textbook written with undergraduate-level lucidity and
—Colin Harrison, Emeritus Professor of Literacy Studies in Education, University of Nottingham