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Author Snow, Catherine E.

Title Reading for understanding : toward an R & D program in reading comprehension / Catherine Snow.

Imprint Santa Monica, CA : Rand, 2002.


Location Call No. OPAC Message Status
 Axe JSTOR Open Ebooks  Electronic Book    ---  Available
Description 1 online resource (xxv, 156 pages)
text txt rdacontent
computer c rdamedia
online resource cr rdacarrier
Series RAND education
RAND education.
Note "Prepared for the Office of Educational Research and Improvement (OERI)."
"Science and Technology Policy Institute."
Bibliography Includes bibliographical references (pages 119-145).
Note Print version record.
Contents Introduction -- Defining Comprehension -- Variability in Reading Comprehension -- A Research Agenda for Improving Reading Comprehension -- Strategies for Developing a Research Program on Reading Comprehension -- Afterword -- Appendix A: An Expanded Review of the Research on Variability in Reading Comprehension -- Appendix B: Outline of a Sample Request for Application.
Summary In fall 1999, the Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds. The RAND Reading Study Group (RRSG) was charged with developing a research framework to address the most pressing issues in literacy. RRSG focused on reading comprehension wherein the highest priorities for research are: (1) Instruction: How can we best promote the development of proficient reading and prevent reading comprehension difficulties? (2) Teacher preparation and professional development: How can we prepare teachers to deliver effective comprehension instruction? (3) Assessment: How can we develop an assessment system for reading comprehension that includes the design of valid and reliable measures of self-regulated, strategic reading that are sensitive to instructional interventions? RRSG concluded that the research infrastructure must: (a) obtain long-term funding that is sustained across administrations and political constituencies; (b) acquire intellectual leadership that endures over a substantial time frame and is insulated from political forces; (c) synthesize knowledge across the various research initiatives in systematic ways; (d) enlist a cadre of well-trained investigators; and, (e) fund research that is rigorous and of high quality.
Access Use copy Restrictions unspecified star MiAaHDL
Reproduction Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2011. MiAaHDL
System Details Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. MiAaHDL
Processing Action digitized 2011 HathiTrust Digital Library committed to preserve pda MiAaHDL
Subject Reading comprehension -- Research.
Reading -- Research.
EDUCATION -- Testing & Measurement.
Reading comprehension -- Research. (OCoLC)fst01090785
Reading -- Research. (OCoLC)fst01090676
Begrijpend lezen.
Social Sciences.
Theory & Practice of Education.
Genre/Form Electronic books.
Electronic books.
Added Author Science and Technology Policy Institute (Rand Corporation)
United States. Office of Educational Research and Improvement.
In: Books at JSTOR: Open Access JSTOR
Other Form: Print version: Snow, Catherine E. Reading for understanding. Santa Monica, CA : Rand, 2002 0833031058 (DLC) 2001048905 (OCoLC)48263731
ISBN 0833032275 (electronic bk.)
9780833032270 (electronic bk.)
0833031058 (pbk.)
9780833031051 (pbk.)
Report No. RAND/MR-1465-OERI
Standard No. AU@ 000061155177
DEBBG BV043154423
DEBBG BV044080408
DEBSZ 422457884
GBVCP 1008647683
NZ1 13868918

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