Dec 31, 2002
|PDF file||0.8 MB||Best for desktop computers.
Use Adobe Acrobat Reader version 10 or higher for the best experience.
|ePub file||2.1 MB||Best for mobile devices.
On desktop computers and some mobile devices, you may need to download an eBook reader to view ePub files. Calibre is an example of a free and open source e-book library management application.
|Add to Cart||Paperback184 pages||$20.00||$16.00 20% Web Discount|
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.
RAND Reading Study Group and RAND Staff
Variability in Reading Comprehension
A Research Agenda for Improving Reading Comprehension
Strategies for Developing a Research Program on Reading Comprehension
An Expanded Review of the Research on Variability in Reading Comprehension
Outline of a Sample Request for Application