Reading for Understanding: Toward an R&d Program in Reading Comprehension

by Catherine E. Snow

In fall 1999, the Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve thequality and relevance of the education research it funds. The RAND Reading Study Group (RRSG) was charged with developing a research framework to address the most pressing issues in literacy. RRSG focused on reading comprehension where in the highest priorities for research (1) How can we best promote the development of proficient readingand prevent reading comprehension difficulties? (2) Teacher preparation and professional How can we prepare teachers to deliver effective comprehension instruction? (3) How can we develop an assessment system for reading comprehension that includes the design of valid and reliable measures of self-regulated, strategic reading that are sensitive to instructional interventions? RRSG concluded that the research infrastructure (a) obtain long-term funding that is sustained across administrations and political constituencies; (b) acquire intellectual leadership that endures over a substantial time frame and is insulated from political forces; (c) synthesize knowledge across the various research initiatives in systematic ways; (d) enlist a cadre of well-trained investigators; and, (e) fund research that is rigorous and of high quality.

183 pages, Kindle Edition

First published December 4, 2001

Reviews

[Rebecca · Rating 4 out of 5]

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.