`There are several aspects of this book that will make it a stimulating and useful read for many teachers: the exposition of psychological research that demonstrates many of the processes underlying word reading and text comprehension; the focus on reading for meaning and reading behaviours; the inclusion of case studies, which demonstrate Colin Harrison's philosophy in practice' - Journal of Research in Reading `It is a great text for literacy researchers, for education students in masters programmes, and for teachers wanting a more advanced knowledge and understanding of reading processes and what it means to develop reading comprehension. Colin Harrison provides strongly stated opinion that is well-grounded in an understanding of the literature and linked to political, educational and social contexts. A scholarly work in the truest sense! He is able to discuss and yet not get caught up in debates surrounding children's reading development, and he is not afraid to articulate his position based on the best evidence and experience'- Childforum, New Zealand `Colin Harrison's knowledge of the research on reading processes and comprehension is encyclopaedic.... Compared to word-level factors, especially phonics, comprehension has been the poor relation in both research and teaching, so this book is just what is needed to redress the balance.... This is essential reading for all those committed to improving literacy attainment at all levels' - Professor Greg Brooks, University of Sheffield This book focuses on how to understand reading processes and what it means to develop reading comprehension. With a wide-ranging theoretical basis, the author makes new connections between work in critical theory, cognitive psychology and literacy. Key features include: } how and why we read } evaluating response to reading } a whole-school approach to developing reading. This book is highly recommended to teachers, literacy coordinators and students and lecturers of masters and doctoral programmes with a reading or literacy focus.
- Chapter 1: Reading Reading
- ‘What?’, ‘How?’ and ‘Why?’
- Why is Reading so Important?
- The Need for Historical, Psychological and Literary Perspectives on Reading
- Proposition 1: Writing Began Because of the Need to Read for Information
- Proposition 2: We Have a Moral Duty to Read
- Proposition 3: All Books are Hypertexts
- Proposition 4: We Need to Rethink Reading Comprehension and Reading Assessment
- Proposition 5: All Important Restrictions Aimed at Reducing the Risk of ‘Bovarysme’ Should Be Permanently Lifted
- More on Moral Purpose
- Why Do We Read and Why is Reading so Important?
- Chapter 2: What Does Research Tell us about the Reading Process and the Early Stages of Reading Development?
- Understanding Why There are so Many Battles over Reading Research
- Understanding the Reading Process: The Importance of Rapid, Automatic, Context-Free Word Recognition
- Understanding the ‘Interactive-Compensatory’ Nature of the Reading Process
- Why We Need Neither 10,000 Flash-Cards in a Big Tin Box Nor ‘Death by Phonics’
- Understanding the Importance of Learning to Behave like a Reader
- Understanding Beginning Reading: Phonology, Analogy, Pedagogy
- How Should Teachers Support Children in Becoming Good Readers?
- Chapter 3: Understanding Understanding: How We Learn from Texts
- Chapter 4: Developing Reading Comprehension – what We Have Learned from Research
- The Need for Multiple Perspectives
- The Need to Work on Vocabulary Development
- Comprehension Development – What We Have Learned from Research into Cognition
- Developing Comprehension across the Curriculum
- DARTs – How to Prepare the Text and How to Set up the Small-Group Activity
- A Final Word
- Chapter 5: Literacy Development in the Primary Classroom: Fun, Phonics, Fluency, Fantasy and Developing Reading for Meaning
- Chapter 6: Case Studies of Reading Development at Secondary Level
- Chapter 7: Developing Critical Literacy: Text, Discourse and the Collaborative Construction of Meaning
- Critical Literacy and Media Studies
- The Promise of Multiliteracies
- Chapter 8: Evaluating Response to Reading: Can There Be Such a Thing as Postmodern Assessment?
- A Postmodern View of Assessment
- The Implications of the Implications: The Crucial Importance of Portfolio-Based Assessment
- Computer-Based Assessment and the Need for Intelligent Adaptive Online Assessment
- Chapter 9: A Whole-School Approach to Developing Reading: Policy, Staff Development and Evaluation
- What Research Says about Teacher Development and Literacy Development
- Change Takes Time
- How Digital Video Can Offer New Opportunities for Professional Development