Developing Reading Comprehension

A significant minority of children aged 7–11, despite being able to read fluently and accurately, have difficulty extracting meaning from text. This detailed guide offers three evidence–based intervention programmes, drawn from the cutting edge of educational psychology, for improving the reading skills of children in this group. It includes a definitive introduction to the characteristics of the ‘poor comprehender profile’, and explains how to monitor and assess students’ experiences and learning outcomes. With invaluable strategies for teachers, psychologists and special educational needs coordinators, the book will help professionals to support learners in their efforts to explore the full richness of language and to read with real understanding.

List of Figures vii List of Boxes xi Foreword by Jean Gross CBE xiii Acknowledgements xv 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 Appendices 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 Glossary 175 References 187

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.