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Showing all 14 results Save | Export
Kendeou, Panayiota; McMaster, Kristen L.; Christ, Theodore J. – Grantee Submission, 2016
Reading comprehension is multidimensional and complex. The persistent challenges children, adolescents, and even adults face with reading comprehension call for concerted efforts to develop assessments that help identify sources of difficulties and to design instructional approaches to prevent or ameliorate these difficulties. Doing so requires…
Descriptors: Reading Comprehension, Reading Tests, Teaching Methods, Reading Processes
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Holland, V. Melissa; Redish, Janice C. – 1981
Viewed as discourse, official forms exhibit identifiable text characteristics and elicit strategies for comprehension that take into account these characteristics, as well as context and the user's prior knowledge about the world. However, forms also have unique characteristics that require processes and strategies which differ in systematic ways…
Descriptors: Discourse Analysis, Government Publications, Layout (Publications), Prior Learning
Kay, Paul – 1982
The main experience of an ideal reader while reading a text is an "envisionment" of that text, a representation in the reader's mind of the content of the text. According to this view the envisionment grows and sometimes changes as the reader progresses through the text, and the ideal reader not only updates and supplements the…
Descriptors: Cognitive Processes, Discourse Analysis, Expectation, Language Processing
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Moore, David W.; Readence, John E. – Journal of Research and Development in Education, 1983
A three-pronged classification scheme for organizing reading research helps clarify different directions pursued by researchers. Studies are grouped under the following headings: (1) how readers comprehend a passage; (2) what forces regulate comprehension; and (3) how comprehension abilities are acquired. Exemplary studies in each category are…
Descriptors: Classification, Elementary Secondary Education, Reading Comprehension, Reading Processes
Musthafa, Bachrudin – 1996
Suggesting that the common classroom practice of literature instruction is antitheoretical and counterproductive, this paper elaborates theories of reading processes, discusses children's responses to literature, and proposes suggestions for classroom use. The first section of the paper outlines what literature instruction is expected to…
Descriptors: Classroom Environment, Classroom Techniques, Elementary Secondary Education, Higher Education
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Horney, Mark A.; Anderson-Inman, Lynne – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1999
Defines "electronic books," and shares examples of prior research on the use of such environments to improve the reading fluency and comprehension of students with reading difficulties. Presents a taxonomy of the types of supportive resources that have emerged from efforts to design and research the use of electronic books, and presents…
Descriptors: Electronic Text, Learning Disabilities, Literacy, Reader Text Relationship
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Athey, Irene – Journal of Educational Research, 1983
This paper analyzes: (1) the task of learning to read, in the context of cognitive and linguistic tools a child has at his/her disposal; (2) how these tools change with further development and experience; and (3) how teachers can foster this development and growth. Eight research-based recommendations for classroom teaching are given. (PP)
Descriptors: Beginning Reading, Child Development, Cognitive Development, Elementary Education
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Rosenblatt, Louise M. – Theory into Practice, 1982
Reading is a transactional interplay between the reader and the text. Reading for cognitive understanding and for aesthetic enjoyment are very different processes. Schools tend to emphasize the first and neglect the second, although children first experience language in an aesthetic way. Reading instruction should emphasize both types of reading.…
Descriptors: Aesthetic Education, Beginning Reading, Childrens Literature, Early Experience
Hooper, Simon; Hannafin, Michael J. – Journal of Instructional Development, 1986
Discusses text displayed on computer screens and examines the effects of three layout variables--justification, line length, and leading--on reading speed and comprehension. Current literature on each variable is reviewed, and implications for the design of computer-based instruction are presented. (Author/LRW)
Descriptors: Computer Assisted Instruction, Design Requirements, Display Systems, Eye Movements
Kalaja, Paula – 1986
Research on content area reading in English as a second language (ESL) has focused on the psycholinguistic and educational aspects of reading. Psycholinguistic research has found that reading comprehension is not solely a result of text variables such as sentence complexity and length or vocabulary, but is largely dependent on reader variables,…
Descriptors: Comparative Analysis, Content Area Reading, English (Second Language), Foreign Countries
Chi, Feng-ming – 1997
Reflexivity, defined as the self-applied process of learning, the use of self and others as active signs in the learning process, is examined through relevant literature in English-as-a-Foreign-Language (EFL) instruction. When EFL learners are encouraged to stand back and examine the way they learn and why they learn this way, reflexivity…
Descriptors: Conceptual Tempo, English (Second Language), Foreign Countries, Learning Processes
Education Commission of the States, Denver, CO. – 2000
Intended to provide background information to state leaders as they play an increasingly visible role in reading programs, this policy brief notes that too many students are not reading at grade level and apparently are not receiving adequate opportunities to catch up to their peers. The brief is in 7 sections. The first is "How Well Are Students…
Descriptors: Educational Policy, Elementary Secondary Education, Instructional Effectiveness, Politics of Education
Binkley, Marilyn R.; And Others – 1986
Drawing upon those aspects of "Becoming a Nation of Readers" directly relevant to classroom teachers, this booklet suggests ideas for classroom practices, based on research, that will improve students' reading achievement. The booklet is organized around five instructional themes: defining reading, reading readiness, beginning reading,…
Descriptors: Beginning Reading, Cognitive Processes, Educational Improvement, Educational Philosophy
Brown, H. Douglas, Ed.; And Others – 1977
A selection of 27 papers presented at the 1977 TESOL convention is presented. Part one contains the four plenary-session papers which present: a comprehensive view of the teaching-learning process and related interdisciplinary research; the scope of research on language teaching; some of the larger issues in bilingual education; and a perspective…
Descriptors: Bilingual Education, Black Students, Communicative Competence (Languages), Curriculum Design