Descriptor
Source
| Journal of Reading | 5 |
Author
| Gee, Thomas C. | 1 |
| Guzzetti, Barbara J. | 1 |
| Kirsch, Irwin S. | 1 |
| Lange, Bob | 1 |
| Langer, Judith A. | 1 |
| Mosenthal, Peter B. | 1 |
| Rakow, Steven J. | 1 |
Publication Type
| Journal Articles | 5 |
| Guides - Classroom - Teacher | 3 |
| Reports - Research | 2 |
| Information Analyses | 1 |
| Reports - Descriptive | 1 |
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Peer reviewedLange, Bob – Journal of Reading, 1979
A review of recent ERIC materials concerned with textbooks, prose learning, and learning strategies, to determine factors that contribute to learning from textbooks. (DD)
Descriptors: Elementary Secondary Education, Learning Processes, Prose, Reading Research
Peer reviewedGuzzetti, Barbara J.; And Others – Journal of Reading, 1992
Asserts that students' inaccurate prior knowledge in science can hinder the learning process. Presents instructional strategies for elementary and secondary school students that have been proved effective by research, such as augmented activation activities, refutational text, nonrefutational text, and the discussion web. (PRA)
Descriptors: Elementary Secondary Education, Learning Processes, Prior Learning, Reading Research
Peer reviewedMosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1992
Describes how a teacher-researcher used knowledge modeling as a basis for assessing students' knowledge. Discusses how the scoring template was created and how the students' recollections were scored. Finds that students with no prior knowledge of a subject were at a disadvantage in the classroom. (PRA)
Descriptors: Knowledge Level, Learning Processes, Reading Comprehension, Reading Research
Peer reviewedLanger, Judith A. – Journal of Reading, 1986
Examines how six high school juniors approached three common study tasks: completing short answer study questions, taking notes, and writing essays. Concludes that different study activities involve students in very different thinking patterns and also lead to different kinds of learning. (HOD)
Descriptors: Cognitive Processes, Content Area Reading, Content Area Writing, Learning Processes
Peer reviewedGee, Thomas C.; Rakow, Steven J. – Journal of Reading, 1987
Presents results of a survey of 37 university-level content reading specialists in which the specialists listed teaching practices that content teachers could incorporate into their teaching to help students learn from texts. Recommends: (1) using multiple texts; (2) using study guides; (3) teaching metacognitive strategies; and (4) direct…
Descriptors: Content Area Reading, Elementary Secondary Education, Independent Study, Learning Processes
