Reading Comprehension Research Quotes

Research has established that one aspect of reading does need to be taught and practiced as a set of skills, much like math: decoding, the part that involves matching sounds to letters. The problem is that the other aspect of reading—comprehension—is also being taught that way. While there’s plenty of evidence that some instruction in some comprehension strategies can be helpful for some children, there’s no reason to believe it can turn struggling readers into accomplished ones.

Equally popular are speed reading courses, many of which promise to increase people’s reading speeds from a mere 100 or 200 words per minute to 10,000 or even 25,000 words per minute (Carroll, 2003). Yet researchers have found that none of these courses boost people’s reading speeds without decreasing their reading comprehension (Carver, 1987). What’s more, most of the reading speeds advertised by these courses exceed the maximum reading speed of the human eyeball, which is about 300 words per minute (Carroll, 2003). A word to the wise: If something sounds too good to be true, it probably is (Sagan, 1995).

Look around on your next plane trip. The iPad is the new pacifier for babies and toddlers… Parents and other passengers read on Kindles… Unbeknownst to most of us, an invisible, game-changing transformation links everyone in this picture: the neuronal circuit that underlies the brain’s ability to read is subtly, rapidly changing… As work in neurosciences indicates, the acquisition of literacy necessitated a new circuit in our species’ brain more than 6,000 years ago… My research depicts how the present reading brain enables the development of some of our most important intellectual and affective processes: internalized knowledge, analogical reasoning, and inference; perspective-taking and empathy; critical analysis and the generation of insight. Research surfacing in many parts of the world now cautions that each of these essential “deep reading” processes may be under threat as we move into digital-based modes of reading… Increasing reports from educators and from researchers in psychology and the humanities bear this out. English literature scholar and teacher Mark Edmundson describes how many college students actively avoid the classic literature of the 19thand 20th centuries because they no longer have the patience to read longer, denser, more difficult texts. We should be less concerned with students’ “cognitive impatience,” however, than by what may underlie it: the potential inability of large numbers of students to read with a level of critical analysis sufficient to comprehend the complexity of thought and argument found in more demanding texts… Karin Littau and Andrew Piper have noted another dimension: physicality. Piper, Littau and Anne Mangen’s group emphasize that the sense of touch in print reading adds an important redundancy to information – a kind of “geometry” to words, and a spatial “thereness” for text. As Piper notes, human beings need a knowledge of where they are in time and space that allows them to return to things and learn from re-examination – what he calls the “technology of recurrence”. The importance of recurrence for both young and older readers involves the ability to go back, to check and evaluate one’s understanding of a text. The question, then, is what happens to comprehension when our youth skim on a screen whose lack of spatial thereness discourages “looking back.

My own observations had by now convinced me that the mind of the average Westerner held an utterly distorted image of Islam. What I saw in the pages of the Koran was not a ‘crudely materialistic’ world-view but, on the contrary, an intense God-consciousness that expressed itself in a rational acceptance of all God-created nature: a harmonious side-by-side of intellect and sensual urge, spiritual need and social demand. It was obvious to me that the decline of the Muslims was not due to any shortcomings in Islam but rather to their own failure to live up to it. For, indeed, it was Islam that had carried the early Muslims to tremendous cultural heights by directing all their energies toward conscious thought as the only means to understanding the nature of God’s creation and, thus, of His will. No demand had been made of them to believe in dogmas difficult or even impossible of intellectual comprehension; in fact, no dogma whatsoever was to be found in the Prophet’s message: and, thus, the thirst after knowledge which distinguished early Muslim history had not been forced, as elsewhere in the world, to assert itself in a painful struggle against the traditional faith. On the contrary, it had stemmed exclusively from that faith. The Arabian Prophet had declared that ‘Striving after knowledge is a most sacred duty for every Muslim man and woman’: and his followers were led to understand that only by acquiring knowledge could they fully worship the Lord. When they pondered the Prophet’s saying, ‘God creates no disease without creating a cure for it as well’, they realised that by searching for unknown cures they would contribute to a fulfilment of God’s will on earth: and so medical research became invested with the holiness of a religious duty. They read the Koran verse, ‘We create every living thing out of water’ - and in their endeavour to penetrate to the meaning of these words, they began to study living organisms and the laws of their development: and thus they established the science of biology. The Koran pointed to the harmony of the stars and their movements as witnesses of their Creator’s glory: and thereupon the sciences of astronomy and mathematics were taken up by the Muslims with a fervour which in other religions was reserved for prayer alone. The Copernican system, which established the earth’s rotation around its axis and the revolution of the planet’s around the sun, was evolved in Europe at the beginning of the sixteenth century (only to be met by the fury of the ecclesiastics, who read in it a contradiction of the literal teachings of the Bible): but the foundations of this system had actually been laid six hundred years earlier, in Muslim countries - for already in the ninth and tenth centuries Muslim astronomers had reached the conclusion that the earth was globular and that it rotated around its axis, and had made accurate calculations of latitudes and longitudes; and many of them maintained - without ever being accused of hearsay - that the earth rotated around the sun. And in the same way they took to chemistry and physics and physiology, and to all the other sciences in which the Muslim genius was to find its most lasting monument. In building that monument they did no more than follow the admonition of their Prophet that ‘If anybody proceeds on his way in search of knowledge, God will make easy for him the way to Paradise’; that ‘The scientist walks in the path of God’; that ‘The superiority of the learned man over the mere pious is like the superiority of the moon when it is full over all other stars’; and that ‘The ink of the scholars is more precious that the blood of martyrs’. Throughout the whole creative period of Muslim history - that is to say, during the first five centuries after the Prophet’s time - science and learning had no greater champion than Muslim civilisation and no home more secure than the lands in which Islam was supreme.

Research on comprehension-based approaches to second language acquisition shows that learners can make considerable progress if they have sustained exposure to language they understand. The evidence also suggests, however, that comprehension-based activities may best be seen as an excellent way to begin learning and as a supplement to other kinds of learning for more advanced learners. Comprehension of meaningful language is the foundation of language acquisition. Active listening and reading for meaning are valuable components of classroom teachers’ pedagogical practices. Nevertheless, considerable research and experience challenge the hypothesis that comprehensible input is enough. VanPatten’s research showed that forcing students to rely on specific linguistic features in order to interpret meaning increased the chances that they would be able to use these features in their own second language production. Another response to comprehension-based approaches is Merrill Swain’s (1985) comprehensible output hypothesis. She argues that it is when students have to produce language that they begin to see the limitations of their interlanguage (see Chapter 4). However, as we will see in the discussion of the ‘Let’s talk’ proposal, if learners are in situations where their teachers and classmates understand them without difficulty, they may need additional help in overcoming those limitations.

PRAISE FOR THE NOVELS OF DANIELLE STEEL “One of the things that keeps Danielle Steel fresh is her bent for timely storylines….The combination of Steel’s comprehensive research and her skill at creating credible characters makes for a gripping read.” —Newark Star-Ledger

And finally the description of a new biography of Georgette Heyer by Jennifer Kloester. “Georgette Heyer remains an enduring international bestseller, read and loved by four generations of readers and extolled by today’s bestselling authors. Despite her enormous popularity she never gave an interview or appeared in public. Georgette Heyer wrote her first novel,The Black Moth, when she was seventeen in order to amuse her convalescent brother. It was published in 1921 to instant success and ninety years later it has never been out of print. A phenomenon even in her own lifetime, to this day she is the undisputed queen of regency romance. During ten years of research into Georgette Heyer’s life and writing, Jennifer Kloester has had unlimited access to Heyer’s notebooks and private papers and the Heyer family records, and exclusive access to several untapped archives of Heyer’s early letters. Engaging, authoritative and meticulously researched, Georgette Heyer: Biography of a Bestseller offers a comprehensive insight into the life and writing of a remarkable and ferociously private woman.” All of these are between 150 and

Relocating internationally can be a thrilling adventure, but it’s not without its challenges. The logistics involved in international moving are more complex than domestic moves, requiring careful planning and execution. To ensure a smooth transition to your new home, here are ten essential tips for international moving. 1. Start Early Begin the planning process well in advance. International moves involve extensive paperwork, visa applications, and scheduling with international moving companies. Start at least six months before your intended move date. 2. Declutter and Organize Before packing, declutter your belongings. Dispose of items you no longer need or use. This not only reduces the cost of moving but also helps you start fresh in your new home. 3. Research International Moving Companies Select a reputable international moving company with experience in your destination country. Read reviews, ask for referrals, and obtain quotes from multiple companies. Choose one that offers comprehensive services and competitive rates. 4. Understand Customs Regulations Familiarize yourself with the customs regulations of your destination country. Different countries have varying rules about what you can bring with you. Be prepared to fill out detailed customs forms. 5. Documentation Ensure all your important documents are in order. This includes passports, visas, medical records, and any necessary permits. Keep physical copies as well as digital backups. 6. Packing Strategy Use sturdy, high-quality packing materials to protect your belongings during transit. Label boxes clearly and create an inventory list. Pack essential items separately for easy access upon arrival. 7. Insurance Consider purchasing international moving insurance to protect your possessions during the move. Verify what is covered and ensure it meets your needs. 8. Currency and Banking Set up a bank account in your new country before you move. Also, consider having some local currency on hand for immediate expenses upon arrival. 9. Learn About Your New Home Research your destination thoroughly. Understand the local culture, language, and basic laws. Knowing what to expect can ease the transition. 10. Stay Organized Keep all your moving-related paperwork, receipts, and contact information in one place. This will be invaluable if any issues arise during your international move. Bonus Tip: Stay Positive! Moving internationally can be stressful, but maintaining a positive attitude can make a world of difference. Embrace the adventure and view it as an opportunity for personal growth and exploration. Conclusion International moving is a significant undertaking that requires careful planning and thorough research.

Language acquisition comes from input, not output; from comprehension, not production.

In my work in language acquisition, I have concluded that we acquire language in only one way: by understanding messages, or obtaining "comprehensible input" in a low-anxiety situation.

Nesta arched a brow at the book. “What’s Merrill researching, anyway?” Gwyn frowned. “Lots of things. Merrill’s brilliant. Horrible, but brilliant. When she first came here, she was obsessed with theories regarding the existence of different realms—different worlds. Living on top of each other without even knowing it. Whether there is merely one existence, our existence, or if it might be possible for worlds to overlap, occupying the same space but separated by time and a whole bunch of other things I can’t even begin to explain to you because I barely understand them myself.” Nesta’s brows rose. “Really?” “Some philosophers believe there are eleven worlds like that. And some believe there are as many as twenty-six, the last one being Time itself, which …” Gwyn’s voice dropped to a whisper. “Honestly, I looked at some of her early research and my eyes bled just reading her theorizing and formulas.” Nesta chuckled. “I can imagine. But she’s researching something else now?” “Yes, thank the Cauldron. She’s writing a comprehensive history of the Valkyries.” “The who?” “A clan of female warriors from another territory. They were better fighters than the Illyrians, even. The Valkyrie name was just a title, though—they weren’t a race like the Illyrians. They hailed from every type of Fae, usually recruited from birth or early childhood. They had three stages of training: Novice, Blade, and finally Valkyrie. To become one was the highest honor in their land. Their territory is gone now, subsumed into others.” “And the Valkyries are gone, too?” “Yes.” Gwyn sighed. “Valkyries existed for millennia. But the War—the one five hundred years ago—wiped out most of them, and the few survivors were elderly enough to quickly fade into old age and die afterward. From the shame, legend claims. They let themselves die, rather than face the shame of their lost battle and surviving when their sisters had not.

Building an airplane was nothing compared to shepherding research through Langley's grueling review process. "Present your case, build, sell it,= so they believe it" --- that was the Langley way. The author of a NACA document --- a technical report was the most comprehensive and exacting, a technical memorandum slightly less formal --- faced a firing squad of four or five people, chosen for their expertise in the topic. After a presentation of findings, the committee, which had read and analyzed the report in advance, let loose a barrage of questions and comments. The committee was brusque, thorough, and relentless in rooting out inaccuracies, inconsistencies, incomprehensible statements, and illogical conclusions obscured by technical gibberish. And that was before subjecting the report to the style, clarity, grammar, and presentation standards that were Pearl Young's legacy, before the addition of the charts and fancy graphics that reduced the data sheet to a coherent, visually persuasive point. A final report might be months, even years, in the making.

It is significant to realize that the most creative environments in our society are not the ever-changing ones. The artist's studio, the researcher's laboratory, the scholar's library are each deliberately kept simple so as to support the complexities of the work-in-progress. They are deliberately kept predictable so the unpredictable can happen.

Study after study suggests that the pressure society places on women to stay home and do “what’s best for the child” is based on emotion, not evidence. In 1991, the Early Child Care Research Network, under the auspices of the National Institute of Child Health and Human Development, initiated the most ambitious and comprehensive study to date on the relationship between child care and child development, and in particular on the effect of exclusive maternal care versus child care. The Research Network, which comprised more than thirty child development experts from leading universities across the country, spent eighteen months designing the study. They tracked more than one thousand children over the course of fifteen years, repeatedly assessing the children’s cognitive skills, language abilities, and social behaviors. Dozens of papers have been published about what they found.23 In 2006, the researchers released a report summarizing their findings, which concluded that “children who were cared for exclusively by their mothers did not develop differently than those who were also cared for by others.”24 They found no gap in cognitive skills, language competence, social competence, ability to build and maintain relationships, or in the quality of the mother-child bond.25 Parental behavioral factors—including fathers who are responsive and positive, mothers who favor “self-directed child behavior,” and parents with emotional intimacy in their marriages—influence a child’s development two to three times more than any form of child care.26 One of the findings is worth reading slowly, maybe even twice: “Exclusive maternal care was not related to better or worse outcomes for children. There is, thus, no reason for mothers to feel as though they are harming their children if they decide to work.

A comprehensive study of this foundational assertion published in 2000 in the high-gravitas journal Pediatrics by CDC and Johns Hopkins scientists concluded, after reviewing a century of medical data, that “vaccination does not account for the impressive decline in mortality from infectious diseases . . . in the 20th century.”47 As noted earlier, another widely cited study, McKinlay and McKinlay—required reading in virtually every American medical school during the 1970s—found that all medical interventions including vaccines, surgeries, and antibiotics accounted for less than about 1 percent—and no more than 3.5 percent—of the dramatic mortality declines. The McKinlays presciently warned that profiteers among the medical establishment would seek to claim credit for the mortality declines for vaccines in order to justify government mandates for those pharmaceutical products.48 Seven years earlier, the world’s foremost virologist, Harvard Medical School’s Dr. Edward H. Kass, a founding member and first president of the Infectious Diseases Society of America and founding editor of the Journal of Infectious Diseases, rebuked his virology colleagues for trying to take credit for that dramatic decline, scolding them for allowing the proliferation of “half-truths . . . that medical research had stamped out the great killers of the past—tuberculosis, diphtheria, pneumonia, puerperal sepsis, etc.—and that medical research and our superior system of medical care were major factors extending life expectancy.”49 Kass recognized that the real heroes of public health were not the medical profession, but rather the engineers who brought us sewage treatment plants, railroads, roads, and highways for transporting food, electric refrigerators, and chlorinated water.50