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Building Comprehension in Adolescents

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About the Author

Dr. Linda H. Mason has a joint appointment in the Department of Educational Psychology, Counseling, and Special Education and the Children, Youth, and Families Consortium at The Pennsylvania State University. Prior to completing her Ph.D., Dr. Mason taught special education in an inclusive public elementary school for six years. She has been awarded two U.S. Department of Education grants focusing on reading comprehension and writing intervention for low-achieving students. Dr. Mason serves on six editorial boards, including journals focused on research-topractice. At Penn State, she teaches courses in literacy for students with special needs, curriculum development, reading and writing methods, assessment, and effective instruction. Dr. Mason was awarded the Council for Exceptional Children, Division of Research Distinguished Early Career Award in 2011 and a Fulbright Scholarship to teach in Hungary in fall 2011. Dr. Reid specializes in the education and treatment of children with learning disabilities and attention-deficit hyperactivity disorder. He teaches courses on mainstreaming, cognitive strategy instruction, and special education methods. His current interests include functional assessment, treatment of attention-deficit disorder, and strategy instruction. He has done extensive work in the area of attention-deficit hyperactivity disorder in the schools. Dr. Reid received the Jeannie Balilies Award for contributions to child mental health research. Dr. Reid also serves as a consulting editor and field reviewer for a number of special education journals. Dr. Hagaman received her Ph.D. in educational studies from the University of Nebraska, Lincoln. She specializes in the education of students with learning disabilities and at-risk students. Prior to completing her Ph.D., Dr. Hagaman taught at the early childhood and elementary levels. Her research interests include early intervention for at-risk students, reading instruction and interventions, strategy instruction, and academic interventions.


"An important evidence-based approach to improving the comprehension of struggling adolescent learners. Powerful self-regulation strategies are presented in clear and complete lesson plans that involve content relevant to the classroom and beyond. This is sure to be a valuable resource."--Joanna Williams, Ph.D."Professor of Psychology and Education, Teachers College, Columbia University" (02/06/2012) "Invaluable in providing step-by-step instructions for explicit instruction of reading comprehension and writing, using authentic examples . . . an ideal resource for any middle or high school content-area teacher."--Dolores Perin, Ph.D."Reading Specialist Program, Teachers College, Columbia University" (02/06/2012) "Translates the research on instruction for reading and writing to learn into practical application in the classroom . . . I especially like the emphasis on the importance of having students become active learners."--Joan Sedita"Founder of Keys to Literacy" (02/06/2012) "An outstanding book that should be very useful for educators . . . presents strategies for improving students' reading and writing all in one well-written, easy to understand book."--Janette Klingner, Ph.D. "This book will be a valuable resource for teachers working with adolescents and for professional development." --Charles MacArthur, Ph.D. "Transforming scientific research results into student-friendly strategies is a challenging task. This book does this well by sharing explicit evidence-based strategies that support the development of reading and writing skills of adolescents." --Martha C. Hougen, Ph.D.

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