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Reading for Understanding: Toward an R&D Program in Reading Comprehension
The Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds. The RAND Reading Study Group was charged with developing a research agenda to address the most pressing issues in literacy and the teaching of reading.
184 pages, Paperback
First published December 4, 2001
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Displaying 1 of 1 review
February 1, 2026
I just finished reading this as an assignment for a class I am taking to get a reading endorsement. While in the world of academic research it appears a bit dated, I have found that some of the informations stands.
I gained the most from chapter 4: A RESEARCH AGENDA FOR IMPROVING READING COMPREHENSION, and chapter 5: STRATEGIES FOR DEVELOPING A RESEARCH PROGRAM ON
READING COMPREHENSION
From an article I recently read by Shanahan, things haven't changed much in the nearly 25 years since this book was published. There still exists a need for further research into understanding the most effective way to teach comprehension, especially in secondary classes for new English learners.
There are general ideas of what doesn't work and some promising practices that guide teachers, but the research remains lacking. Because of this, many instructors are left leaning on what they have heard or perceived a good instructional practice surrounding comprehension with limited research or science to back it up. The book outlines that research exists, but it is too inconsistent to be conclusive.
It is a bit reassuring to see that I am not alone in my befuddlement of how to support struggling readers in a high school setting. More research is needed. Until then, reading instruction is based on guesses and assumptions about practices that has not be thoroughly proven.
I gained the most from chapter 4: A RESEARCH AGENDA FOR IMPROVING READING COMPREHENSION, and chapter 5: STRATEGIES FOR DEVELOPING A RESEARCH PROGRAM ON
READING COMPREHENSION
From an article I recently read by Shanahan, things haven't changed much in the nearly 25 years since this book was published. There still exists a need for further research into understanding the most effective way to teach comprehension, especially in secondary classes for new English learners.
There are general ideas of what doesn't work and some promising practices that guide teachers, but the research remains lacking. Because of this, many instructors are left leaning on what they have heard or perceived a good instructional practice surrounding comprehension with limited research or science to back it up. The book outlines that research exists, but it is too inconsistent to be conclusive.
It is a bit reassuring to see that I am not alone in my befuddlement of how to support struggling readers in a high school setting. More research is needed. Until then, reading instruction is based on guesses and assumptions about practices that has not be thoroughly proven.
Displaying 1 of 1 review