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Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice


reviewed by Susan Benner — 2003

coverTitle: Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice
Author(s): C.C. Block, L.B. Gambrell and M. Pressley (Eds)
Publisher: Jossey-Bass Publishers, San Francisco
ISBN: 0787963097 , Pages: 423, Year: 2002
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Improving Comprehension Instruction: Rethinking Research, Theory, and Classroom Practice, edited by Block, Gambrell, and Pressley is a much-needed addition to the literature because it specifically addresses reading comprehension instruction. Contained within its 17 chapters is a compilation of research on reading comprehension from the past 30 years accompanied by guides for the application of this research in the classroom. The editors intend for the book to provide a coherent synopsis of: 1) research and theory, 2) principles essential for understanding the nature of teaching students to comprehend reading material, 3) suggestions for applying knowledge to technology, and 4) recommendations for continued professional advancement of reading comprehension. They hope that the volume will help reduce the distance between what we know about the positive benefits of reading comprehension instruction and the extent to which it is actually offered in the classroom. Block, Gambrell, and Pressley specify that one of the book’s objectives is to address the challenges regarding comprehension instruction identified by the Office of Educational Research and... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 105 Number 7, 2003, p. 1211-1218
http://www.tcrecord.org ID Number: 11104, Date Accessed: 10/17/2017 8:53:21 AM

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About the Author
  • Susan Benner
    University of Tennessee, Knoxville
    E-mail Author
    SUSAN BENNER, a full professor in the Department of Theory and Practice in Teacher Education, serves as program area coordinator for the urban/multicultural teacher education program, and teaches courses in early childhood special education at the University of Tennessee. Her scholarly interests include assessment of young children with special needs, teacher education for urban settings, school collaboration, and family literacy. She has published several textbooks, including Issues in Special Education Within the Context of American Society, and Assessment of Young Children With Special Needs: A Context-Based Approach.
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