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© 2015

Improving Reading Comprehension of Middle and High School Students

  • Kristi L. Santi
  • Deborah K. Reed
  • Highlights theory and empirical research relevant to English reading comprehension in middle and high schools

  • Presents chapters on reading comprehension in various content areas and populations such as English Language Learners and special needs students

  • Contributions offer in-depth insights by leading researchers in the field

Book

Part of the Literacy Studies book series (LITS, volume 10)

About this book

Introduction

This volume focuses on our understanding of the reading comprehension of adolescents in a high stakes academic environment. Leading researchers share their most current research on each issue, covering theory and empirical research from a range of specializations, including various content areas, English language learners, students with disabilities, and reading assessment.

Topics discussed include: cognitive models of reading comprehension and how they relate to typical or atypical development of reading comprehension, reading in history classes, comprehension of densely worded and symbolic mathematical texts, understanding causality in science texts, the more rigorous comprehension standards in English language arts classes, balancing the practical and measurement constraints of the assessment of reading comprehension, understanding the needs and challenges of English language learners and students in special education with respect to the various content areas discussed in this book.

This book is of interest to researchers in literacy and educational psychology as well as curriculum developers.

Keywords

Academic vocabulary instruction Adolescent English language learners Advanced literacy skills ELL English as a medium of instruction English language arts classes English language learners in special education High stakes academic testing Literacy in mathematics Model for development of reading comprehension Reading comprehension tests Reading in middle and high school Science discourse in English cognitive models of reading literacy instruction reading comprehension assessment

Editors and affiliations

  • Kristi L. Santi
    • 1
  • Deborah K. Reed
    • 2
  1. 1.College of EducationUniversity of HoustonHoustonUSA
  2. 2.Florida Center for Reading ResearchFlorida State UniversityTallahasseeUSA

About the editors

Davide Comoretto graduated in Physics in 1988. In 1993 He obtained the PhD in Chemical Sciences and was enrolled as Research Scientist at the Department of Chemistry and Industrial Chemistry of the University of Genoa (I) where is now Associated Professor of Industrial Chemistry.

His interest is devoted to the investigation of the optical anisotropy of highly oriented conjugated polymers as well as to the photophysics of polyconjugated materials. He addressed the relations between the nature of photoexcitations and the polymer supramolecular structure.

He is currently working on organic & hybrid photonic crystals such as artificial opals, polymer DBR, and microcavities. His goal is to dope such photonic crystals with photo-active materials or to engineer structural defects in order to modulate the photonic crystal optical response.

He is involved in several national and international research projects and He collaborates with different companies for the technological exploitation of conjugated polymers and photonic crystals in the fields of photovoltaics, sensing and photonics. He is co-author of more than 130 papers published on refereed international journals or books.

Bibliographic information

  • Book Title Improving Reading Comprehension of Middle and High School Students
  • Editors Kristi L. Santi
    Deborah K. Reed
  • Series Title Literacy Studies
  • Series Abbreviated Title Literacy Studies
  • DOI https://doi.org/10.1007/978-3-319-14735-2
  • Copyright Information Springer International Publishing Switzerland 2015
  • Publisher Name Springer, Cham
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-3-319-14734-5
  • Softcover ISBN 978-3-319-38632-4
  • eBook ISBN 978-3-319-14735-2
  • Series ISSN 2214-000X
  • Series E-ISSN 2214-0018
  • Edition Number 1
  • Number of Pages X, 197
  • Number of Illustrations 1 b/w illustrations, 2 illustrations in colour
  • Topics Literacy
    Educational Psychology
    Applied Linguistics
    Curriculum Studies
  • Buy this book on publisher's site