1. Overview of Reading Comprehension
2. Assessing Reading Comprehension
3. Vocabulary Instruction
4. Instructional Practices That Promote Reading Comprehension
5. Promoting Content-Area Literacy
6. Supporting English Language Learners with Learning
Difficulties
7. Intensive Interventions for Students with Significant Reading
Comprehension Difficulties
8. Multicomponent Approaches to Strategy Instruction
Glossary
Janette K. Klingner, PhD, until her death in 2014, was Professor of
Bilingual Special Education at the University of Colorado Boulder.
Her principal areas of research were reading comprehension strategy
instruction in diverse, inclusive secondary science and social
studies classes; professional development that enhances teacher
quality in diverse, inclusive classrooms; response to intervention
for English language learners (ELLs); and the disproportionate
representation of students of color in special education. She
authored or coauthored more than 130 articles, books, and book
chapters. Dr. Klingner was past president of the Division of
Learning Disabilities of the Council for Exceptional Children
(CEC), Vice President of the International Academy for Research on
Learning Disabilities, and Associate Editor of the Journal of
Learning Disabilities. She was a recipient of the Early Career
Award from the American Educational Research Association (AERA) and
the Distinguished Researcher Award from the Special Education
Research Special Interest Group of AERA.
Sharon Vaughn, PhD, holds the H. E. Hartfelder/Southland
Corporation Regents Chair in Human Development at the University of
Texas at Austin and is Executive Director of the Meadows Center for
Preventing Educational Risk. She has written numerous books and
research articles that address the reading and social outcomes of
students with learning difficulties, and is currently investigating
effective interventions for students with reading difficulties and
students who are ELLs. Dr. Vaughn has served as Editor-in-Chief of
the Journal of Learning Disabilities and coeditor of Learning
Disabilities Research and Practice. She has received the Career
Research Award from CEC, the Distinguished Researcher Award from
the Special Education Research Special Interest Group of AERA, the
Career Excellence Award from the University of Texas, and the
Albert J. Harris Award from the International Reading
Association.
Alison Boardman, PhD, is Assistant Research Professor in the School
of Education at the University of Colorado Boulder, where she
conducts reading intervention research and teaches courses on
differentiating instruction for diverse learners. Her research
interests include interventions for struggling readers, meeting the
needs of diverse learners in general education classrooms, and
providing effective professional development and coaching. Dr.
Boardman was previously a special education teacher in pull-out and
inclusion settings in elementary and middle schools.
. -This is an excellent how-to book designed to assist undergraduate and graduate students, as well as practicing teachers, in extending their knowledge of reading comprehension instruction for difficult-to-teach students or those with learning disabilities....It contains proven ideas tor teaching reading comprehension skills, making it a valuable resource....Highly recommended. Upper-division undergraduates through practitioners. (on the first edition)--Choice Reviews, 2/1/2008
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