Putting PIRLS to Use in Classrooms Across the Globe: Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context (IEA Research for Educators, 1)

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