Paula Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.Emma Truelove is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.Charles Hulme is Professor of Psychology at University College London.Margaret J. Snowling is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.

“This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book.”  (Patoss, 1 October 2014)"This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children." (Child & Adolescent Mental Health, 4 April 2014)

• List of Figures viiList of Boxes xiForeword by Jean Gross CBE xiiiAcknowledgements xvChapter 1 What is Reading Comprehension? 1Chapter 2 The Poor Comprehender Profile 13Chapter 3 The York Reading for Meaning Project: An Overview 27Chapter 4 Teaching Principles 47Chapter 5 Intervention Materials: Oral Language Programme 59Chapter 6 Intervention Materials: Text Level Programme 99Chapter 7 Intervention Materials: Combined Programme 135Chapter 8 Feedback and Evaluation 141Chapter 9 Theoretical and Practical Implications 157AppendicesAppendix 1. Consent Procedures 165Appendix 2. Training of Teaching Assistants 166Appendix 3. Teaching Assistant Feedback on Training 166Appendix 4. Manual Production 168Appendix 5. Additional Preparation 168Appendix 6. Fortnightly Tutorial Groups 169Appendix 7. Record Sheets 169Appendix 8. Observations and On-site Feedback 170Appendix 9. Newsletters 172Appendix 10. Sharing Data 172Glossary 175References 187

Paula Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.Emma Truelove is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.Charles Hulme is Professor of Psychology at University College London.Margaret J. Snowling is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.

“This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book.”  (Patoss, 1 October 2014)"This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children." (Child & Adolescent Mental Health, 4 April 2014)

• List of Figures viiList of Boxes xiForeword by Jean Gross CBE xiiiAcknowledgements xvChapter 1 What is Reading Comprehension? 1Chapter 2 The Poor Comprehender Profile 13Chapter 3 The York Reading for Meaning Project: An Overview 27Chapter 4 Teaching Principles 47Chapter 5 Intervention Materials: Oral Language Programme 59Chapter 6 Intervention Materials: Text Level Programme 99Chapter 7 Intervention Materials: Combined Programme 135Chapter 8 Feedback and Evaluation 141Chapter 9 Theoretical and Practical Implications 157AppendicesAppendix 1. Consent Procedures 165Appendix 2. Training of Teaching Assistants 166Appendix 3. Teaching Assistant Feedback on Training 166Appendix 4. Manual Production 168Appendix 5. Additional Preparation 168Appendix 6. Fortnightly Tutorial Groups 169Appendix 7. Record Sheets 169Appendix 8. Observations and On-site Feedback 170Appendix 9. Newsletters 172Appendix 10. Sharing Data 172Glossary 175References 187

Paula Clarke is a Lecturer in Psychological Approaches to Childhood and Inclusive Education at the University of Leeds.Emma Truelove is training to be a Doctor of Educational and Child Psychology with the University of Sheffield.Charles Hulme is Professor of Psychology at University College London.Margaret J. Snowling is President of St. John’s College, Oxford and Professor in the Department of Experimental Psychology, University of Oxford.

“This book is a very enjoyable read with an appealing cover of a painting of a young reader. . . It is a well-written, and reader friendly book.”  (Patoss, 1 October 2014)"This book makes a very valuable contribution to the field of reading comprehension intervention and will be greatly appreciated by educationalists and speech and language therapists working with school age children." (Child & Adolescent Mental Health, 4 April 2014)

• List of Figures viiList of Boxes xiForeword by Jean Gross CBE xiiiAcknowledgements xvChapter 1 What is Reading Comprehension? 1Chapter 2 The Poor Comprehender Profile 13Chapter 3 The York Reading for Meaning Project: An Overview 27Chapter 4 Teaching Principles 47Chapter 5 Intervention Materials: Oral Language Programme 59Chapter 6 Intervention Materials: Text Level Programme 99Chapter 7 Intervention Materials: Combined Programme 135Chapter 8 Feedback and Evaluation 141Chapter 9 Theoretical and Practical Implications 157AppendicesAppendix 1. Consent Procedures 165Appendix 2. Training of Teaching Assistants 166Appendix 3. Teaching Assistant Feedback on Training 166Appendix 4. Manual Production 168Appendix 5. Additional Preparation 168Appendix 6. Fortnightly Tutorial Groups 169Appendix 7. Record Sheets 169Appendix 8. Observations and On-site Feedback 170Appendix 9. Newsletters 172Appendix 10. Sharing Data 172Glossary 175References 187