Maria D. LaRusso|Ha Yeon Kim|Robert L. Selman|Paola Uccelli|Theo L. Dawson|Stephanie M. Jones|Suzanne Donovan|Catherine E. Snow
Contributions of Academic Language, Perspective Taking, and Complex Reasoning to Deep Reading Comprehension
Harvard University Press|Strategic Education Research Partnership|Harvard University Press|Harvard University Press|Harvard University Press|Harvard University Press|Strategic Education Research Partnership|Harvard University Press
deep reading comprehension refers process required succeed tasks defined common core state literacy standards well achieve proficiency challenging reading tasks program international student assessment pisa framework purpose study test hypothesis three skill domains frequently attended instruction theories reading comprehensionacademic language perspective taking complex reasoningpredict outcomes assessment deep reading comprehension global integrated scenariobased assessment gisa oreilly weeks sabatini halderman steinberg citation2014 designed reflect students abilities evaluate texts integrate information array texts use textual evidence formulate position features deep reading comprehension tested role academic language perspective taking complex reasoning explaining variance endofyear gisa scores controlling beginningofyear scores student demographics three predictors explained small significant amounts additional variance suggest three skill domains deserve greater attention theories reading comprehension instruction