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Untangling the Many Threads Leading to Reading Comprehension
Sat, December 3, 8:30 to 10:00am, Omni Nashville, Floor: Level 3, Cumberland 6Session Submission Type: Symposium
Abstract
The purpose of this symposium is to investigate important nuances of reading comprehension through four papers from teams of researchers from four different universities. Seminal work in comprehension has framed the field for decades, but comprehension has remained a complicated construct to investigate, measure, and teach. The four papers in this symposium share findings on components of comprehension for multilingual students and students in kindergarten through twelfth grades.
Content Area
Chair
Discussant
Individual Presentations
Early Indicators of Later Reading Comprehension Outcomes among Spanish-Speaking Language Minority Learners - Jeannette Mancilla-Martinez, Vanderbilt University; Nonie Lesaux, Harvard
Poor Reading Comprehension in a Diverse Sample of Intermediate Grade Children - Gina Biancarosa, University of Oregon; Mark Davison, University of Minnesota; Sarah Carlson, University of Oregon; Ben Seipel, California State University, Chico; Liu Bowen, University of Minnesota; HyeonJin Yoon, University of Oregon
Investigating Polysemous Word Knowledge through a Verbal Reading Protocol - Kenneth Logan, New York University; Michael Kieffer, New York University
Choice, self-efficacy, word knowledge, and comprehension: How do adolescents show what they know? - Dianna Townsend, University of Nevada, Reno; Ana Taboada-Barber, University of Maryland; Koala Koenig, University of Nevada, Reno; Hannah Carter, University of Nevada, Reno