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dc.contributor.authorCaccamise, Donna
dc.contributor.authorFriend, Angela
dc.contributor.authorGroneman, Christine
dc.contributor.authorLittrell-Baez, Megan
dc.contributor.authorKintsch, Eileen
dc.identifier.citationCaccamise, D., Friend, A., Groneman, C., Littrell-Baez, M., & Kintsch, E. (2014). Teaching Struggling Middle School Readers to Comprehend Informational Text. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 1002-1006.en_US
dc.description.abstractThis project involves developing a reading comprehension curriculum based on the Construction-Integration model (Kintsch, 1998) and implementing a pilot efficacy study in middle-school classrooms. The curriculum (BRAVO) explicitly defines the cognitive processes involved in skilled reading, teaching students how to establish local and global text coherence and use background knowledge to create a mental model the prerequisite to deep, meaningful learning. A crucial and unique component is the use of sequenced texts related to a single over-arching topic, enabling students to use their expanding prior knowledge while reading complex expository texts. BRAVO, consistent with Common Core State Standards, bridges the divide between grade-school narratives and secondary-level textbooks.en_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleTeaching Struggling Middle School Readers to Comprehend Informational Texten_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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