Putting PIRLS to Use in Classrooms Across the Globe

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.