Overview

This open access book provides teachers with approaches to strengthen reading comprehension instruction based on scientific research and evidence-based didactic principles. In this volume, the Progress in International Reading Study (PIRLS) framework is used to inform teachers about the skills and knowledge that students need to comprehend certain texts. The book gives practical guidance on how a teacher can help students to learn these skills, specifically, when teaching reading to multilingual students.   Good practices from schools in five participating PIRLS countries—Chile, Chinese Taipei, England, Georgia, and Spain—are shared. A description of the schools’ education in reading comprehension is provided with practical tips and example lessons. These insights into daily reading education in multilingual classrooms across the globe can be an inspiration to teachers all over the world.

Full Product Details

Author:   Marian Bruggink ,  Nicole Swart ,  Annelies van der Lee ,  Eliane Segers
Publisher:   Springer Nature Switzerland AG
Imprint:   Springer Nature Switzerland AG
Edition:   1st ed. 2022
Volume:   1
Weight:   0.366kg
ISBN:  

9783030952655

ISBN 10:   3030952657
Pages:   110
Publication Date:   04 May 2022
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   Manufactured on demand  
We will order this item for you from a manufactured on demand supplier.

Table of Contents

Part 1: Reading comprehension: from research to practical teaching guidelines: Chapter 1: Theories of reading comprehension: The current state of affairs on reading comprehension research.-  Chapter 2: Evidence-based didactic principles and practical teaching suggestions: An overview of evidence-based didactic principles for reading comprehension, illustrated in practical lesson suggestions.-  Chapter 3: Exploring reading comprehension skills using PIRLS 41 Schematic description of two PIRLS texts and items.-  Part 2: Teaching reading comprehension in a multilingual classroom: Chapter 4: Reading comprehension and multilingual students: Scientific insights about teaching reading comprehension to multilingual students.- Chapter 5: Good practices in teaching reading comprehension from five PIRLS countries: Inspiring examples of reading education for multilingual students.-  Glossary.-  References.

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Author Information

Marian Bruggink has a master’s degree in Education and also worked as a primary school teacher. She started working at the Dutch Center for Language Education in 2001. Besides the PIRLS project, she participated in many other language and reading projects. She mainly develops educational guidelines and teaching materials for language education, based on scientific research. Nicole Swart started working at the Dutch Center for Language Education in 2017 after completing her PhD at the Radboud University on the role of vocabulary in reading comprehension in the upper primary grades. Since then she has participated in various reading comprehension oriented research projects, including PIRLS-2021. Annelies van der Lee finished her master’s degree in Linguistics at Radboud University in Nijmegen in 2018 and has been working at the Dutch Center for Language Education since then. She has contributed to various projects concerning second language acquisition and education, including a national pilot in bilingual primary education, and is also part of the PIRLS team. Eliane Segers has a chair in Learning and Technology at Radboud University, and a chair (via the Reading Foundation) on Reading and Digital Media at the University of Twente. She is scientific director of the Dutch Center for Language Education, and has conducted several research projects regarding reading comprehension in both monolingual and bilingual students, and is the senior researcher in the current Dutch PIRLS project.

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