This article presents five instructional frameworks demonstrated by research as being effective in teaching reading comprehension:
The Scaffolded Reading Experience (SRE)
Questioning the Author (QtA)
Collaborative Strategic Reading (CSR)
Peer‐Assisted Learning Strategies (PALS)
Concept‐Oriented Reading Instruction (CORI)
The frameworks focus on two components of comprehension instruction: instruction in understanding the content of a given text, and instruction in using comprehension strategies to understand all texts. A vignette is presented for each framework to show what it looks like in the classroom, and various aspects of the frameworks are discussed to assist educators in making instructional decisions about their use.
The authors conducted an informal survey to assess the current state of reading professionals in the United States. They wanted to find out
The different job titles used for reading professionals across the states
The requirements for becoming a reading professional
The typical roles and duties of these reading professionals
The findings of the survey suggest that reading professionals may not be adequately prepared for their specific jobs. This situation is particularly reflected in the lack of information at the state department level regarding reading coaches.
Drawing on the literary theory of Louise Rosenblatt, among others, the authors explore the power of literature to engage readers, and ask why sometimes efforts to generate enthusiasm and interest through classroom use of literature fall short.
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