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027 $aRAND/MR-1465-OERI
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100 1 $aSnow, Catherine E.
245 10 $aReading for understanding :$btoward an R & D program in reading comprehension /$cCatherine Snow.
260 $aSanta Monica, CA :$bRand,$c2002.
300 $a1 online resource (xxv, 156 pages)
336 $atext$btxt$2rdacontent
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490 1 $aRAND education
500 $a"Prepared for the Office of Educational Research and Improvement (OERI)."
500 $a"Science and Technology Policy Institute."
500 $a"MR-1465."
504 $aIncludes bibliographical references (pages 119-145).
588 0 $aPrint version record.
505 0 $aIntroduction -- 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.
520 $aIn 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.
506 $3Use copy$fRestrictions unspecified$2star$5MiAaHDL
533 $aElectronic reproduction.$b[S.l.] :$cHathiTrust Digital Library,$d2011.$5MiAaHDL
538 $aMaster and use copy. Digital master created according to Benchmark for Faithful Digital Reproductions of Monographs and Serials, Version 1. Digital Library Federation, December 2002.$uhttp://purl.oclc.org/DLF/benchrepro0212$5MiAaHDL
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650 0 $aReading comprehension$xResearch.
650 0 $aReading$xResearch.
650 7 $aLANGUAGE ARTS & DISCIPLINES$xReading Skills.$2bisacsh
650 7 $aEDUCATION$xTesting & Measurement.$2bisacsh
650 7 $aReading comprehension$xResearch.$2fast$0(OCoLC)fst01090785
650 7 $aReading$xResearch.$2fast$0(OCoLC)fst01090676
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650 7 $aEducation.$2hilcc
650 7 $aSocial Sciences.$2hilcc
650 7 $aTheory & Practice of Education.$2hilcc
650 7 $aForschung$2gnd
650 7 $aTextverstehen$2gnd
655 4 $aElectronic books.
655 0 $aElectronic books.
710 2 $aScience and Technology Policy Institute (Rand Corporation)
710 1 $aUnited States.$bOffice of Educational Research and Improvement.
776 08 $iPrint version:$aSnow, Catherine E.$tReading for understanding.$dSanta Monica, CA : Rand, 2002$z0833031058$w(DLC) 2001048905$w(OCoLC)48263731
830 0 $aRAND education.
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