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Reading comprehension: nature, assessment and teaching.

Research output: Other contribution

Published

Standard

Reading comprehension: nature, assessment and teaching. / Snowling, Margaret; Cain, Kate; Nation, Kate; Oakhill, Jane.

8 p.

Research output: Other contribution

Harvard

APA

Vancouver

Snowling M, Cain K, Nation K, Oakhill J. Reading comprehension: nature, assessment and teaching. 2009. 8 p.

Author

Snowling, Margaret; Cain, Kate; Nation, Kate; Oakhill, Jane / Reading comprehension: nature, assessment and teaching.

8 p.

Research output: Other contribution

Bibtex

@misc{cd04d17dcbaf43e288754e9371995199,
title = "Reading comprehension: nature, assessment and teaching.",
keywords = "reading comprehension, assessment, simple view of reading",
author = "Margaret Snowling and Kate Cain and Kate Nation and Jane Oakhill",
year = "2009",
type = "Other <importModel: OtherImportModel>",

}

RIS

TY - GEN

T1 - Reading comprehension: nature, assessment and teaching.

AU - Snowling,Margaret

AU - Cain,Kate

AU - Nation,Kate

AU - Oakhill,Jane

PY - 2009

Y1 - 2009

N2 - The goal of reading is understanding. In order to understand print, a child must be able to decode the words on the page and to extract meaning. A large body of research focuses on how children learn to decode text and how best to foster<br/>children’s decoding skills. In contrast, we know much less about the process of reading comprehension in children. In this booklet we first consider what is required in order to ‘read for meaning’. We then move on to discuss children who have difficulties with reading comprehension. Our aim is to enable teachers to assess individual differences in reading and to foster the comprehension strategies that characterize fluent reading.

AB - The goal of reading is understanding. In order to understand print, a child must be able to decode the words on the page and to extract meaning. A large body of research focuses on how children learn to decode text and how best to foster<br/>children’s decoding skills. In contrast, we know much less about the process of reading comprehension in children. In this booklet we first consider what is required in order to ‘read for meaning’. We then move on to discuss children who have difficulties with reading comprehension. Our aim is to enable teachers to assess individual differences in reading and to foster the comprehension strategies that characterize fluent reading.

KW - reading comprehension

KW - assessment

KW - simple view of reading

M3 - Other contribution

ER -