List of Figures vii List of Boxes xi Foreword by Jean Gross CBE xiii Acknowledgements xv Chapter 1 What is Reading Comprehension? 1 Chapter 2 The Poor Comprehender Profile 13 Chapter 3 The York Reading for Meaning Project: An Overview 27 Chapter 4 Teaching Principles 47 Chapter 5 Intervention Materials: Oral Language Programme 59 Chapter 6 Intervention Materials: Text Level Programme 99 Chapter 7 Intervention Materials: Combined Programme 135 Chapter 8 Feedback and Evaluation 141 Chapter 9 Theoretical and Practical Implications 157 Appendices Appendix 1. Consent Procedures 165 Appendix 2. Training of Teaching Assistants 166 Appendix 3. Teaching Assistant Feedback on Training 166 Appendix 4. Manual Production 168 Appendix 5. Additional Preparation 168 Appendix 6. Fortnightly Tutorial Groups 169 Appendix 7. Record Sheets 169 Appendix 8. Observations and On-site Feedback 170 Appendix 9. Newsletters 172 Appendix 10. Sharing Data 172 Glossary 175 References 187
Paula Clarke is a Lecturer in Psychological Approaches toChildhood and Inclusive Education at the University of Leeds. Emma Truelove is training to be a Doctor of Educationaland Child Psychology with the University of Sheffield. Charles Hulme is Professor of Psychology at UniversityCollege London. Margaret J. Snowling is President of St. John sCollege, Oxford and Professor in the Department of ExperimentalPsychology, University of Oxford.
This book is a very enjoyable read with an appealingcover of a painting of a young reader... It is a well-written,and reader friendly book. (Patoss, 1 October2014) "This book makes a very valuable contribution to the field ofreading comprehension intervention and will be greatly appreciatedby educationalists and speech and language therapists working withschool age children." (Child & Adolescent Mental Health,4 April 2014)