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“This is an excellent how-to book designed to assist undergraduate and graduate students, as well as practicing teachers, in extending their knowledge of reading comprehension instruction for difficult-to-teach students or those with learning disabilities....It contains proven ideas for teaching reading comprehension skills, making it a valuable resource....Highly recommended. Upper-division undergraduates through practitioners.”

—Choice Reviews (on first edition)


“The third edition is a significant revision, adding new chapters and thoroughly updating the two previous editions. This unique book translates the science behind reading comprehension development into instructional principles that can be implemented immediately in general or special education classrooms. The book steers clear of pedagogical debates, focusing instead on the most effective evidence-based principles for teaching struggling readers across multiple theoretical perspectives. This book is useful for any teacher trying to improve their craft and become more effective in the classroom, and is ideal for undergraduate- or graduate-level classes. Readers will develop a comprehensive understanding of the processes underlying reading comprehension and get the tools needed to implement enhanced instruction in the classroom.”

—Jack M. Fletcher, PhD, ABPP-CN, Hugh Roy and Lillie Cranz Cullen Distinguished Professor of Psychology, University of Houston


“This book masterfully applies the science of reading for educators seeking a comprehensive and accessible resource to guide their reading comprehension assessment and instruction. The coverage is broad and deep, making this an attractive resource for general and special educators and instructors of preservice teachers. Chapters cover the 'hows' and 'whys' of assessing the many facets of reading comprehension; teaching vocabulary, background knowledge, and content-area comprehension; designing intensive interventions, and supporting English learners. Each chapter contains helpful figures, examples, and templates, and the Appendix provides a treasure trove of lesson plans for students of different ages and skill levels.”

—Marcia A. Barnes, PhD, Dunn Family Chair in Psychoeducational Assessment, Department of Special Education, Vanderbilt University


[Speech and Language / ESL] “Vaughn, Boardman, and Klingner adeptly bridge research and practice to promote educators' understanding and delivery of differentiated comprehension instruction. The book details a multicomponent approach to reading comprehension that includes addressing the needs of multilingual students. It offers practical lesson examples, templates, and guidance on progress monitoring and instructional scaffolding. This exemplary book is essential reading for all educators engaged in supporting students who struggle with reading.”

—Elsa Cárdenas-Hagan, EdD, President, Valley Speech Language and Learning Center, Brownsville, Texas


“This book encourages teachers to reflect on their experiences in teaching students with reading comprehension difficulties, share knowledge in professional learning communities, and advance their teaching by incorporating theoretically and empirically sound practices. Highly accessible, the book provides practical instructional tools and resources. It covers many critical dimensions of comprehension instruction.”

—Kristen L. McMaster, PhD, Professor of Special Education and Guy Bond Chair of Reading, Department of Educational Psychology, University of Minnesota

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Table of Contents

1. Overview of Reading Comprehension

2. Assessing Reading Comprehension

3. Vocabulary Instruction

4. Instructional Practices That Promote Reading Comprehension

5. Effectively Using Text to Promote Reading Comprehension

6. Promoting Content-Area Literacy

7. Supporting English Learners with Learning Difficulties

8. Intensive Interventions for Students with Significant Reading Comprehension Difficulties

9. Multicomponent Approaches to Strategy Instruction

10. Questions Teachers Ask About Teaching Reading Comprehension

Appendix: Lesson Plans

Glossary

References

Index

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About the Authors

Sharon Vaughn, PhD, holds the Manuel Justiz Chair in Education at the University of Texas at Austin and is Executive Director of the Meadows Center for Preventing Educational Risk. She has written numerous books and research articles that address the reading and social outcomes of students with learning difficulties, and is currently investigating effective interventions for students with reading difficulties and students who are English learners. Dr. Vaughn has served as Editor-in-Chief of the Journal of Learning Disabilities and coeditor of Learning Disabilities Research and Practice. She has received the Special Education Research Award from the Council for Exceptional Children, the Distinguished Researcher Award from the Special Education Research Special Interest Group of the American Educational Research Association, the Career Excellence Award from the University of Texas, and the Albert J. Harris Award from the International Literacy Association.

• All titles by Sharon Vaughn

Alison Boardman, PhD, is Associate Professor in Equity, Bilingualism, and Biliteracy and Codirector of Elementary Teacher Education in the School of Education at the University of Colorado Boulder. She works closely with educators to study and innovate literacy instruction across content areas in classrooms that include students with learning difficulties and multilingual learners. Current investigations focus on designing and studying the use of literacy-focused project-based learning with students with learning difficulties in inclusive classrooms. Dr. Boardman is a former elementary and middle school special education teacher.

• All titles by Alison Boardman

Janette K. Klingner, PhD, until her death in 2014, was Professor of Bilingual Special Education at the University of Colorado Boulder. Her principal areas of research were reading comprehension strategy instruction in diverse, inclusive secondary science and social studies classes; professional development that enhances teacher quality in diverse, inclusive classrooms; response to intervention for English learners; and the disproportionate representation of students of color in special education. She authored or coauthored more than 130 articles, books, and book chapters. Dr. Klingner was past president of the Division of Learning Disabilities of the Council for Exceptional Children, Vice President of the International Academy for Research on Learning Disabilities, and Associate Editor of the Journal of Learning Disabilities. She was a recipient of the Early Career Award from the American Educational Research Association (AERA) and the Distinguished Researcher Award from the Special Education Research Special Interest Group of AERA.

• All titles by Janette K. Klingner

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Audience

K–12 classroom teachers and special educators, literacy specialists, and coaches; teacher educators and students; school psychologists.

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Course Use

May serve as a text in undergraduate- and graduate-level courses in reading methods and reading disabilities.

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Previous editions published by Guilford:

Second Edition, © 2015
ISBN: 9781462517374

First Edition, © 2007
ISBN: 9781593854461

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New to this edition:

• Chapter on text selection and text structure.
• Chapter on teachers' frequently asked questions, providing specific, actionable advice.
• More than twice as many sample lesson plans.
• Revised throughout with the latest research and teaching techniques.