| Description |
1 online resource (xxv, 156 pages). |
| Physical Medium |
polychrome |
| Description |
text file |
| Series |
RAND education
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RAND education.
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| Note |
"Prepared for the Office of Educational Research and Improvement (OERI)." |
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"Science and Technology Policy Institute." |
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"MR-1465." |
| Bibliography |
Includes bibliographical references (pages 119-145). |
| Contents |
Introduction -- Defining Comprehension -- Variability in Reading Comprehension -- A Research Agenda for Improving Reading Comprehension -- Strategies for Developing a Research Program on Reading Comprehension -- Afterword -- Appendix A: An Expanded Review of the Research on Variability in Reading Comprehension -- Appendix B: Outline of a Sample Request for Application. |
| Summary |
In fall 1999, 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 (RRSG) was charged with developing a research framework to address the most pressing issues in literacy. RRSG focused on reading comprehension wherein the highest priorities for research are: (1) Instruction: How can we best promote the development of proficient reading and prevent reading comprehension difficulties? (2) Teacher preparation and professional development: How can we prepare teachers to deliver effective comprehension instruction? (3) Assessment: 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 must: (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. |
| Access |
Use copy Restrictions unspecified MiAaHDL |
| Reproduction |
Electronic reproduction. [S.l.] : HathiTrust Digital Library, 2011. MiAaHDL |
| System Details |
Master and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002. http://purl.oclc.org/DLF/benchrepro0212 MiAaHDL |
| Processing Action |
digitized 2011 HathiTrust Digital Library committed to preserve MiAaHDL |
| Local Note |
eBooks on EBSCOhost EBSCO eBook Subscription Academic Collection - North America |
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JSTOR Books at JSTOR Open Access |
| Subject |
Reading comprehension -- Research.
|
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Reading comprehension -- Research. |
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Reading comprehension. |
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Reading -- Research.
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Reading -- Research. |
| Genre/Form |
Electronic books.
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Electronic books.
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| Added Author |
Science and Technology Policy Institute (Rand Corporation)
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United States. Office of Educational Research and Improvement.
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| In: |
Books at JSTOR: Open Access JSTOR |
| Other Form: |
Print version: Snow, Catherine E. Reading for understanding. Santa Monica, CA : Rand, 2002 0833031058 (DLC) 2001048905 (OCoLC)48263731 |
| ISBN |
0833032275 (electronic book) |
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9780833032270 (electronic book) |
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0833031058 (paperback) |
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9780833031051 (paperback) |
| Report No. |
RAND/MR-1465-OERI |
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