Reading Comprehension Strategies: Theories, Interventions, and Technologies

What an exciting discovery, to find a book containing so many outstanding chapters on reading comprehension, many of which were written by the world's most famous scholars on this topic. For those who want to find out how the mind works as the reader engages in the most mysterious task of making sense out of what is printed on a page, and for those who want to find ways to increase the reading comprehension of their students, this book is essential reading. - Jay Samuels, National Reading Panel

This volume represents the state of the art in connecting theories of readers' cognitive processes with practical interventions for improving their comprehension. In a field of study that is notoriously complex and hard to synthesize, Reading Comprehension Strategies is a useful guidebook to what is known, how we might best conceive of the problems, and what kinds of new approaches are finding empirical support. The serious exploration of how new technologies can support readers of different sorts in becoming better readers will be particularly intriguing for anyone concerned with the future of literacy education. - Michael Schober, New School for Social Research

There is no doubt that reading is fundamental, and basic literacy skills are critical for learning to read, but the ultimate goal of reading is comprehension. This collection discusses how we may move readers past literal comprehension toward conceptual understanding of content-area knowledge. The chapters focus on strategy instruction and comprehension assessment and serve as excellent contributions to our knowledge of how we may best promote reading to learn . - Jennifer Wiley, University of Illinois at Chicago

Reading Comprehension Strategies: Theory, Interventions, and Technologies presents a readable account of the current state of comprehension research. The authors represent some of the most productive researchers in the field, each discussing two critical concerns that are traditionally considered separately: (1) They outline their specific investigations into the mechanisms that underlie comprehension, and (2) They assess ways in which the operation of these mechanisms might indicate useful remediative strategies and technologies to address comprehension difficulties. The resulting volume is an excellent resource for individuals in the diverse fields of education, cognition, and instructional design. - David, N. Rapp, Northwestern University