From the authors of "Powerful Literacy in the Montessori Classroom", this new book focuses on the practical implementation of Montessori teaching and assessment methods in pre-K-6th grade classrooms. The authors describe how reading research and Montessori's scientific pedagogy and language curriculum play out in actual classrooms…

To build a coherent accurate mental representation of a text, readers routinely validate information they read against the preceding text and their background knowledge. It is clear that both sources affect processing, but "when" and "how" they exert their influence remains unclear. To examine the time course and cognitive…

This qualitative case study examined the contribution a year-long professional development in the science of reading had on 10 first-grade teachers' knowledge of how reading develops and their instructional practices. Data for this research study was collected through a longitudinal interview process, from pre- and post-knowledge inventory…

Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…

As teachers and leaders move forward in implementing the Common Core State Standards within classrooms across 46 states, it is essential to consider the question of what knowledge is included in the English Language Arts Standards, and what knowledge is not present. The authors of the Common Core delineate an increasingly complex body of knowledge…

Little research on improving second language (L2) reading comprehension of French and francophone theater has been conducted. This study provides insight into enhancing L2 comprehension of drama by combining L2 research with examples from L'accent grave by Jacques Prevert, Ton beau capitaine by Simone Schwarz-Bart (1987), Un Touareg s'est marie a…

Michael W. Smith, a professor in Temple University's College of Education, focuses his research on how experienced readers read and talk about texts as well as what motivates adolescents' reading and writing in and out of school. He sees the recent research on adolescents' out-of-school literacies as a challenge to literacy educators to look at…

Bernhardt (2005) proposed a compensatory model of second language reading. This model predicted that 50% of second language (L2) reading scores are attributed to second language knowledge and first-language (L1) reading ability. In this model, these two factors compensate for deficiencies in each other. Although this model explains a significant…

When schools and teachers adopt core reading programs they can use them with fidelity or make intelligent decisions about the texts, lessons and components they select to use. The evidence suggests that these programs are not research-based documents, but rather compromises between what the research suggests about effective reading instruction and…

This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text. Its purpose is to examine the question of why strategy instruction, as enacted in practice, might raise concerns among…

Planning, conducting, and reporting leading-edge research requires professionals who are capable of highly skilled reading. This study reports the development of an empirically informed computer-based learning environment designed to foster the acquisition of reading comprehension strategies that mediate expertise in the social sciences. Empirical…

Noting that the sentence memory models formulated in the 1970s need to be altered so as to be consistent with the fact that people use prior knowledge to process new information, this report discusses issues to be considered in making such an alteration. The report focuses on three questions: (1) What conditions lead people to elaborate and…

Tests how domain-related knowledge influences inference generation during text comprehension. Examines local and global inferences. Finds that all knowledge groups process sentences involved in local inferences similarly, but not global inferences. Suggests that individuals with prior knowledge use their knowledge actively to generate global…

Demonstrates that reactivation of unsatisfied goal information depended on the type of original goal context and whether it was fully reinstated and that reinstatement of goal information from the distant target episode was successful only when the context was fully reinstated. Supports models of comprehension that assume reactivation of relevant…

This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…