Putting PIRLS to Use in Classrooms Across the Globe : : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context.

• Superior document: IEA Research for Educators Series ; v.1
• Author: Bruggink, Marian.
• TeilnehmendeR: Swart, Nicole.; van der Lee, Annelies.; Segers, Eliane.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2022.; ©2022.
• Year of Publication: 2022
• Edition: 1st ed.
• Language: English
• Series: IEA Research for Educators Series
• Physical Description: 1 online resource (120 pages)

Table of Contents

• Intro
• Series Editors' Foreword
• Preface
• Contents
• About the Authors
• Part I Reading Comprehension: From Research to Practical Teaching Guidelines
• 1 Theories of Reading Comprehension
• 1.1 Introduction
• 1.2 What Does it Take to Comprehend a Text?
• 1.2.1 Word Identification
• 1.2.2 Word-to-Text Integration
• 1.2.3 Comprehension Strategies
• 1.2.4 Motivation
• 1.3 Four Main Processes for Comprehension
• References
• 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions
• 2.1 Introduction
• 2.2 Evidence-Based Didactic Principles
• 2.2.1 Reading in a Meaningful and Functional Context
• 2.2.2 In-Depth Interaction About Texts
• 2.2.3 Explicit Instruction in Reading Strategies
• 2.2.4 Integrating Reading Education with Other Subjects
• 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction
• 2.3 Teaching Approaches Combining Didactic Principles
• 2.3.1 Reciprocal Teaching
• 2.3.2 Collaborative Strategic Reading (CSR)
• 2.3.3 Concept-Oriented Reading Instruction (CORI)
• 2.4 Using Organizers in Reading Lessons
• 2.4.1 Mind Maps
• 2.4.2 Tables
• 2.4.3 Venn Diagrams
• 2.4.4 Schemes
• 2.4.5 Story Maps
• References
• 3 Exploring Reading Comprehension Skills using PIRLS
• 3.1 Introduction
• 3.2 How to Read this Chapter
• 3.3 Schematic Description of Two PIRLS Texts and Items
• 3.3.1 "Flowers on the Roof"-By Ingibjörg Sigurdardóttir
• 3.3.2 "Giant Tooth Mystery"-By Kate McMullan
• Part II Teaching Reading Comprehension in a Multilingual Classroom
• 4 Reading Comprehension and Multilingual Students
• 4.1 Introduction
• 4.2 Theory on Reading Comprehension and Multilingualism
• 4.3 From Theory to Classroom Practices
• 4.3.1 Monitoring the Abilities of the Children
• 4.3.2 Stimulating Reading, Both in L1 and L2
• 4.3.3 Developing L2 Lexical Quality.
• 4.3.4 Teaching Specific L2 Reading Strategies
• 4.3.5 Using the L1 Proficiency
• References
• 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries
• 5.1 Introduction
• 5.2 Good Practices from Chile
• 5.2.1 Integrating Reading Comprehension with Other Subjects
• 5.2.2 Beyond Just Reading: Storytelling and Home Activities
• 5.2.3 Acting Out a Story: A Classroom Example
• 5.3 Good Practices from Chinese Taipei
• 5.3.1 Sharing a Multilingual Environment
• 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation
• 5.4 Good Practices from England
• 5.4.1 Reading in a Multilingual Environment
• 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students' Experiences
• 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students
• 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension
• 5.5 Good Practices from Georgia
• 5.5.1 Teaching Georgian at the School
• 5.5.2 Integrating Reading and Writing in the Context of Natural Science
• 5.5.3 Texts for Different Levels
• 5.5.4 Enriching Reading Lessons to Increase Reading Motivation
• 5.5.5 "Penguin Pepe": An Example Reading Lesson
• 5.6 Good Practices from Spain
• 5.6.1 Students with Different Language Backgrounds
• 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story"
• Reference
• Glossary.