Teaching Reading Comprehension to Students with Learning Difficulties

Third Edition

Sharon Vaughn, Alison Boardman, and Janette K. Klingner

HardcoverPaperbacke-bookprint + e-book
Hardcover
September 4, 2024
ISBN 9781462554805
Price: $59.00
254 Pages
Size: 7" x 10"
pre-order
Paperback
September 4, 2024
ISBN 9781462554799
Price: $39.00
254 Pages
Size: 7" x 10"
pre-order
e-book
June 25, 2024
PDF and Accessible ePub ?
Price: $39.00
254 Pages
order
print + e-book
Paperback + e-Book (PDF and Accessible ePub) ?
Price: $78.00 $46.80
254 Pages
pre-order
professor copy Request a free digital professor copy on VitalSource ?

The reproducible materials can be downloaded and printed in PDF format.
“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