Research-Based Evidence: The Role of the Library Media Specialist in Reading Comprehension Instruction
School Library Monthly › Vol. 21 Nbr. 9, May 2005
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Summary
In 1999, the Office of Educational Research and Improvement of the US Department of Education charges the RAND Reading Study Group (RRSG) with developing a research agenda to address pressing literacy issues. Published in 2002 after much investigation, the RRSG concluded that evidence-based practices in the teaching of reading comprehension are sorely needed as part of the larger context of reading instruction in the US. Here, Zimmerman highlights the unique ways library media specialists are poised to contribute to comprehension instruction beyond teaching these strategies, and to equip them with research-based evidence supporting that role.
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Research-Based Evidence: The Role of the Library Media Specialist in Reading Comprehension Instruction
In 1999, the Office of Educational Research and Improvement (OERI) of the United States Department of Education charged the RAND Reading Study Group (RRSG) with developing a research agenda to address pressing literacy issues. Published in 2002 after much investigation, the RRSG concluded that evidence-based practices in the teaching of reading comprehension are sorely needed as part of the larger context of reading instruction in the United States. The RRSG, summarizing the state of research and research-based practice in reading comprehension, defined "reading comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language," and argued that preparation of teachers o...
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