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Readence, John E.; Moore, David – Reading Psychology, 1979
Discusses research that indicates the value of prereading and postreading in content area reading; explains the encoding specificity principle, which is the basis of methods that present similar cues during prereading and postreading. Describes several instructional applications of this principle. (GT)
Descriptors: Advance Organizers, Content Area Reading, Directed Reading Activity, Learning Theories
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White, Hazel L. – Clearing House, 1979
Five implications are drawn from the literature on effective reading instruction for students speaking nonstandard dialects: avoid criticism and over-correction, develop oral English first, include the language experience approach as one basic method, utilize directed reading activities in content classes, and provide a variety of media for…
Descriptors: Content Area Reading, Directed Reading Activity, Elementary Secondary Education, Language Experience Approach
International Reading Association, Newark, DE. – 1988
By providing definitions of key concepts, outlines of major models, and practical suggestions for classroom implementation, this pamphlet gives teachers access to current research on the interactive model of reading. The topics covered include: Vygotsky's learning theory, metacomprehension, prior knowledge, chapter mapping, cooperative learning,…
Descriptors: Directed Reading Activity, Metacognition, Reader Response, Reader Text Relationship
Herman, Wayne L., Jr.; Schafer, William D. – 1984
A review of the literature on the transfer of preservice teacher training to the classroom suggests that several definitive factors enhance transfer. A social studies methods course was developed with these factors in mind, and included directed reading activities (DRA) with a text, controversial topic discussion, and inquiry. During the academic…
Descriptors: Directed Reading Activity, Discussion (Teaching Technique), Elementary Secondary Education, Higher Education