Revisiting definitions of reading comprehension: Just what is reading comprehension anyway?

Metacognition in Literacy Learning: Theory, Assessment, Instruction, and Professional Development

Volumn , Issue , 2005, Pages 19-39

  Randi, Judi ^a   Grigorenko, Elena L ^b,c   Sternberg, Robert J ^d  

^a UNIVERSITY OF NEW HAVEN   (United States)

^b YALE UNIVERSITY SCHOOL OF MEDICINE   (United States)

^c MOSCOW STATE UNIVERSITY   (Russian Federation)

^d YALE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 36448993870     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410613301     Document Type: Chapter

References (41)

1. Anders, P. L., & Bos, C. S. (1986). Semantic feature analysis: An interactive strategy for vocabulary development and text comprehension. Journal of Reading, ,29 610-616.
2. Applegate, Μ. D., Quinn, Κ. B., & Applegate, A. J. (2002). Levels of thinking required by comprehension questions in informal reading inventories. Reading Teacher, 56(2), 174-180.
3. Ausubel, D. P. (1978). In defense of advanced organizers: A reply to critics. Review of Editca-tional Research, 251-259.
4. Baker, L. (2002). Metacognition in comprehension instruction. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research'based best practices (pp. 77). New York: Guilford.
5. Bloome, D., & Egan-Robertson, A. (1993). The social construction of intertextuality in classroom reading and writing lessons. Reacting Research Quarterly, 28(4), 304-333.
6. Borasi, R., & Siegel, Μ. (2000). Readingcounts: Expanding the role of reading in mathematics class-rooms. New York: Teacher's College Press.
7. Cain, K. (1999). Way of reading: How knowledge and use of strategies are related to reading comprehension. British Journal of Developmental Psychology,17 295-312.
8. Cain, K., Oakhill, J. V., & Bryant, P. E. (2003). The dissociation of word reading and text comprehension: Evidence from component skills. Language & Cognitive Processes,18 443-468.
9. Collins Block, C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford.
10. Collins Block, C., Schaller, J., Joy, J., & Gaine, P. (2002). Process-based comprehension instruction. In C. Collins Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 42). New York: Guilford.
11. Cunningham, P. (2000). Phonics they use: Words for reading and writing. New York: Longman.
12. Dewitz, P., & Dewitz, P. K. (2003). They can read the words, but they can't understand: Refining comprehension assessment. Reading Teacher, 56(5), 422-435.
13. Dillon, J. (1988). Questioning and teaching: A manual of practice. New York: Teacher's College Press.
14. Duke, N., & Purcell-Gates, V. (2003). Genres at home and at school: Bridging the known to the new. The Reading Teacher, 57(1), 30-37.
15. Durkin, D. (1978). What classroom observation reveals about reading comprehension instruction. Reading Research Quarterly,14 481-533.
16. Grigorenko, E. L., Jarvin, L., & Sternberg, R. J. (2002). School-based tests of the triarchic theory of intelligence: Three settings, three samples, three syllabi. Contemporary Educational Psychology,27 167-208.
17. Guthrie, J., & Mosenthal, P. (1987). Literacy as multidimensional: Locating information and reading comprehension. Educational Psychologist,22 279-297.
18. Heath, S. B. (1980). The function and uses of literacy. Journal of Communication, 30(1), 122-133.
19. Hill, C. (2000, December 7). Falling short of the standards-Part I: High stakes testing in American education-the English language arts test-the reading test. Teachers College Record (Online Learning). Retrieved September 4, 2001, from http://www.Tcrecord.org
20. Jacobs, J., & Paris, S. (1987). Children's metacognition in reading: Issues in definition, measurement, and instruction. Educational Psychologist,22 255-278.
21. Kingston, A. (1967). Some thoughts on reading comprehension. In L. Hafner (Ed.), Improving reading comprehension in secondary schools (pp. 72-75). New York: Macmillan.
22. Kintsch, W. (1988). The role of knowledge in discourse comprehension. Psychological Review, 95(2), 163-182.
23. Langer, J. (1992). Critical thinking and English language arts instruction. Albany: Center for the Learning and Teaching of Literature
24. National Assessment Governing Board. (2002). Reading framework for the 2003 National Assessment of Educational Progress. Retrieved March 17, 2004, from http://www.nagb.org
25. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. National Institutes of Health NIH Pub No. 00-4754. Washington, DC.
26. Palincsar, A., & Brown, A. (1984). Reciprocal teaching of comprehension-fostering and monitoring activities. Cognition and Instruction,1 117-175.
27. Pearson, D., & Fielding, L. (1991). Comprehension instruction. In B. Barr, M. Kamil, P. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 815-860). New York: Longman.
28. Pressley, M., & El-Dinary, P. B. (1997). What we know about translating comprehension strategies instruction research into practice. Journal of Learning Disabilities,30 486-488.
29. Pressley, M., Wharton-McDonald, R., Mistretta-Hampton, J., & Echevarria, M. (1998). The nature of literacy instruction in ten grade 4/5 classrooms in upstate New York. Scientific Studies of Reading,2 159-194.
30. Readance, J. E., & Searfoss, L. W. (1980). Teaching strategies for vocabulary. English Journal, ,69 43-46.
31. Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
32. Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479-530.
33. Snow, C. E. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: Rand.
34. Sternberg, R. (1985). Beyond IQ: The triarchic theory of human intelligence. New York: Cambridge University Press.
35. Sternberg, R. (1997). Successful intelligence. New York: Plume.
36. Sternberg, R. J., & Grigorenko, E. L. (2002a). An evaluation of teacher training for triarchic instruction and assessment. Technical Report for the National Science Foundation, July 2002.
37. Sternberg, R. J., Grigorenko, E. L. (2002b, December). An evaluation of teacher training for triarchic instruction and assessment. Paper presented at the annual IERI Grantee Meeting, Washington, DC.
38. Sternberg, R. J., Grigorenko, E. L., & Jarvin, L. (2001). Improving reading instruction: The triarchic model. Educational Leadership, 58(6), 48-52.
39. Sternberg, R. J., & Lubart, T. I. (1995). Defying the crowd: Cultivating creativity in a culture ofcon-formity. New York: The Free Press.
40. Villaume, S., & Brabham, E. (2002). Comprehension instruction: Beyond strategies. The Reading Teacher, 55(7), 672-675.
41. Winograd, O., & Johnston, P. (1987). Some considerations for advancing the teaching of reading comprehension. Educational Psychologist, 22, 213-230.