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Balance in Teaching Reading: An Instructional Approach Based on a Particular Epistemological Outlook.
Peer reviewed Peer reviewed
Fitzgerald, Jill; Cunningham, James W. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Explores the epistemological underpinnings of a widely advocated approach to the teaching of reading called the balanced approach. Summarizes the differences and commonalities in different approaches that have been labeled "balanced." Formulates a preliminary epistemological theory of balance in reading. Explores the benefits of considering…
Descriptors: Elementary Education, Epistemology, Instructional Effectiveness, Reading Instruction
Motivating Struggling Readers by Tapping the Potential of Information Books.
Peer reviewed Peer reviewed
Dreher, Mariam Jean – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2003
Argues that by improving students' access to information books, teachers can do a better job of helping struggling readers become skillful, motivated readers. Documents the overwhelming use of stories in what students are expected to read and write, discusses the importance of balancing reading instruction with information text, and provides…
Descriptors: Elementary Secondary Education, Literature Appreciation, Reading Difficulties, Reading Instruction
How High- and Low-Challenge Tasks Affect Motivation and Learning: Implications for Struggling Learners.
Peer reviewed Peer reviewed
Miller, Samuel D. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2003
Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new…
Descriptors: Class Activities, Critical Thinking, Elementary Education, Intervention
Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation.
Peer reviewed Peer reviewed
Schunk, Dale H. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2003
Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG)
Descriptors: Educational Research, Higher Education, Reading Instruction, Self Efficacy
Accommodating Variability in Reading Instruction.
Peer reviewed Peer reviewed
Roller, Cathy M. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Demonstrates the wide variability among children learning to read and explores the consequences of this variability for reading instruction. Shares some examples to demonstrate that variability. Demonstrates what happens when very different children read identical text. Describes a way to organize classrooms that will better accommodate the…
Descriptors: Elementary Education, Grade 1, Individual Differences, Predictor Variables
Assisting Older Students To Read Expository Text in a Tutorial Setting: A Case for a High-Impact Intervention.
Peer reviewed Peer reviewed
Gaffney, Janet S.; Methven, Jeanette M.; Bagdasarian, Shahe – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2002
Describes a late intervention for older students with significant reading difficulties. Describes the kinds of reading and writing assessments necessary to determine a starting place for teachers. Finds that in almost every case, the students made substantial gains in a short period of time, and the teachers expressed satisfaction with both their…
Descriptors: Case Studies, Instructional Effectiveness, Intermediate Grades, Intervention