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Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension


reviewed by Sarah E. Scott November 23, 2009

coverTitle: Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension
Author(s): Richard K. Wagner, Christopher Schatschneider, and Caroline Phythian-Sence (eds.)
Publisher: Guilford Press, New York
ISBN: 1606233106, Pages: 301, Year: 2009
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The idea for Beyond Decoding: The Behavioral and Biological Foundations of Reading Comprehension emerged at a conference on reading comprehension funded by the Florida Center for Reading Research (FCRR). In the literacy community FCRR, established in 2002, has developed a reputation for conducting rigorous research on reading assessment and the diagnosis of reading difficulty. This volume is well aligned with FCRR’s mission and reputation. Beyond Decoding is organized into four sections which each provide a different perspective on the foundations of reading comprehension: cognitive, developmental, individual differences, and biological based. The fact that these diverse perspectives on reading comprehension exist in the same volume is itself an accomplishment that should be lauded, as these literatures don’t always speak to one another. As Radach, Schnitten, Glover, & Huestegge observed, these different theoretical and methodological traditions “are still largely in a state of friendly coexistence” (p. 77). Within each section of the volume, the... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: November 23, 2009
http://www.tcrecord.org ID Number: 15844, Date Accessed: 12/13/2017 5:46:58 PM

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About the Author
  • Sarah Scott
    University of Pittsburgh
    E-mail Author
    SARAH E. SCOTT is an Assistant Professor of Reading Education in the Department of Instruction and Learning at the University of Pittsburgh. She researches the specialized knowledge that teachers use as they teach children to comprehend text and is engaged in research focused on the design of innovative approaches to enhancing teacher education, specifically in the area of reading and writing instruction in the middle grades.
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