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I. Theoretical Directions for the Future: What We Have Learned Since the National Reading Panel Report (2000). Parris, Gambrell, and Schleicher, Beyond Borders: A Global Perspective on Reading Comprehension. Block and Duffy, Research on Teaching Comprehension: Where We've Been and Where We're Going. Sadoski, Dual Coding Theory: Reading Comprehension and Beyond. Cartwright, Cognitive Flexibility and Reading Comprehension: Relevance to the Future. Baker, Metacognition in Comprehension Instruction: What We've Learned Since NRP. Caccamise, Snyder, and Kintsch, Constructivist Theory and the Situation Model: Relevance to Future Assessment of Reading Comprehension. II. Neuroscience: What Brain-Based Research Tells Us About Reading Comprehension. Paivio, Looking at Reading Comprehension through the Lens of Neuroscience. Block and Parris, Using Neuroscience to Inform Reading Comprehension Instruction. Caine, How Neuroscience Informs Our Teaching of Elementary Students. Parris, How Neuroscience Informs Our Teaching of Adolescent Students. III. Improving Comprehension Instruction. Thompson, Transforming Classroom Instruction to Improve the Comprehension of Fictional Texts. Williams, Explicit Instruction Can Help Primary Students Learn to Comprehend Expository Text. Smolkin, McTigue, and Donovan, Explanation and Science Text: Overcoming the Comprehension Challenges in Nonfiction Text for Elementary Students. Reznitskaya, Anderson, Dong, Li, I. H. Kim, and S. Y. Kim, Learning to Think Well: Application of Argument Schema Theory to Literacy Instruction. Headley, Improving Reading Comprehension through Writing. Malloy and Gambrell, New Insights on Motivation in the Literacy Classroom. IV. Differentiated Comprehension Instruction. Duke and Martin, Comprehension Instruction in Action: The Elementary Classroom. Fisher and Frey Comprehension Instruction in Action: The Secondary Classroom. Hock, Brasseur, and Deshler, Comprehension Instruction in Action: The At-Risk Student. Rueda, Velasco, and Lim, Comprehension Instruction for English Learners. V. Technology And Comprehension Instruction: New Directions. Gee, Games and Comprehension: The Importance of Specialist Language. Leu, Coiro, Castek, Hartman, Henry, and Reinking, Research on Instruction and Assessment in the New Literacies of Online Reading Comprehension. Dalton and Rose, Scaffolding Digital Comprehension. Lacina, Technologically Based Teacher Resources for Designing Comprehension Lessons.VI. Conclusion. Parris and Block, Summing Up. Pressley, Epilogue: What the Future of Reading Research Could Be. |
