Reading for Meaning: Helping Students Become Successful Readers - Page 2

Final Thoughts

There is a reciprocal relationship between and among those skills that are necessary for reading comprehension. Students must engage in reading text to continually build accurate and automatic word reading, fluency, vocabulary and background knowledge. Effective instructional planning directly addresses all of the components of reading and at the same time, recognizes individual needs and the role of remediation and accommodation. Reading is a multi-faceted cognitive task that calls for an understanding of all the processes involved to achieve the goal namely, meaning.

References

Birsh, J. R. (Ed.) (2005) Multisensory Teaching of Basic Language Skills (2nd ed.), Baltimore MD: Paul Brookes Publishing.

Beck, I.L., McKeown, M.G. Hamilton, R. I. & Kucan, L. (Eds.) (1997) Questioning the Author: An Approach for Enhancing Student Engagement with Text. Newark DE: International Reading Association.

Beck, I.L., (2002) Bringing Words to Life. NY: Guilford.

Carlisle, J.F. & Rice, M.S. (2002) Improving Reading Comprehension. Timonium, MD.: York Press.

Curtis, M.E. (Ed.) Improving Comprehension and Comprehension Instruction, Perspectives, 27 (2), 1-51.

Deschler, D.D., Ellis, E.S., & Lenz, B.K (1996). Teaching Adolescents with Learning Disabilities: Strategies and Methods (2nd ed.). Denver, CO: Love Publishing.

Gough P.B. & Tunmer, W.E. (1986) Decoding, Reading and Reading Disability. Remedial and Special Education, 7, 6-10.

Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching Comprehension To Enhance Understanding. York, Maine: Stenhouse Publications.

Maria, K. (1990). Reading Comprehension Instruction: Issues and Strategies. Timonium, MD: York Press.

Marzano. R. (2004). Building Background Knowledge for Academic Achievement. Alexandria, VA:ASCD.

McCardle, P. & Chhabra, V. (Eds.) (2004) The Voice of Evidence in Reading Research. Baltimore, MD: Paul Brookes Publishing.

Moats, L.C. (2005) Digging for Meaning: Teaching Text Comprehension. Longmont. CO: Sopris West.

National Reading Panel (2000). Report of the National Reading Panel. Teaching Children To Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and its Implications for Reading Instruction. Washington, DC: National Institute of Child and Health Development.

RAND Reading Study Group (2002). Reading for Understanding: Toward an R & D Program in Reading Comprehension.

Vaughn, S. & Klingner, J.K. (1999). Teaching Reading Comprehension Through Collaborative Strategic Reading. Intervention in School & Clinic, 34, 284-292.

Instructional Resources

Carreker, S. (2004) Developing Metacognitive Skills: Vocabulary and Comprehension. Houston, TX: Neuhaus.

Greene, J.F. (2005). LANGUAGE! (3rd ed.) Longmont, CO: Sopris West.

Greene, V., & Enfield, M.L. (1999). Project Read: Story Form Comprehension Guide, Bloomington, MN: Language Circle Enterprises.

Klingner, J.K., Vaughn, S., Dimino, J., Schumm, J.S., & Bryant, D. (2001). From Clunk To Click: Collaborative Strategic Reading. Longmont, CO: Sopris West.

Websites

• Big Ideas in Beginning Reading
• Children of the Code
• Florida Center for Reading Research
• Inspiration and Kidspiration Software
• LDOnline
• Reading Rockets
• University of Texas at Austin: Vaughn Gross Center for Reading and Language Arts

---

Nancy Hennessy, M.Ed. is an experienced general and special education teacher, administrator, and consultant. She is immediate past president of the International Dyslexia Association, serves on the National Joint Committee for Learning Disabilities, and is a member of Recording for the Blind & Dyslexic's National Advisory Council.