Departmental seminar
When, Why, and How Comprehension Training Succeeds
Scott Paris
Department of Psychology & School of Education
University of Michigan
(Advisory Professor with the EPCL Department)
Abstract
Researchers have proposed numerous ways to remedy or improve students' reading comprehension based on enhancing their conceptual knowledge, vocabulary, fluency, strategies, and metacognition. I'll review these major approaches and note when research has produced sustained effects versus transitory improvements. For example, the lack of classroom materials or teachers' pedagogical models that support the intervention may both lead to short-term changes in students' reading performance. I will offer some opinions about why some interventions are effective and summarize key principles of successful training programs at different grade levels.
Prof. Scott PARIS has studied children's learning, literacy, metacognition, and motivation for more than 30 years, and he has published 12 books and more than 150 chapters and papers. He has worked with teachers, school districts, and publishers to create useful materials for reading instruction and assessment. Prof. Paris has been a visiting scholar in New Zealand, Australia, and Singapore and is interested in education from cultural and national perspectives. In the past year, Prof. Paris was awarded the Albert J. Harris research award from the International Reading Association, the Oscar Causey research award from the National Reading Conference, and was elected to the Reading Hall of Fame in the International Reading Association.
27 May 2008 (Tue)
3:30 to 4:30 pm
D3-LP-02
Organized by the
Department of Educational Psychology, Counselling and Learning Needs
Faculty of Professional and Early Childhood Education
For registration, please send an email to Winnie wpwchan@ied.edu.hk