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Showing 1 to 15 of 17 results Save | Export
Penzone, Colleen C. – ProQuest LLC, 2014
In the late 1970's, Durkin's landmark study showed that less than 1% of elementary classroom reading instruction was dedicated to comprehension strategies because teachers were not explicit in their instruction. This qualitative study explored the types of questions posed by elementary and middle school teachers to elicit students' responses and…
Descriptors: Reading Instruction, Reading Comprehension, Elementary Secondary Education, Elementary School Teachers
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Meyer, Bonnie J. F.; Ray, Melissa N. – International Electronic Journal of Elementary Education, 2011
In this review of the literature we examine empirical studies designed to teach the structure strategy to increase reading comprehension of expository texts. First, we review the research that has served as a foundation for many of the studies examining the effects of text structure instruction. Text structures generally can be grouped into six…
Descriptors: Teaching Methods, Reading Comprehension, Intervention, Text Structure
Jones, Barbara; Chang, Sandy; Heritage, Margaret; Tobiason, Glory; Herman, Joan – Center on Standards and Assessments Implementation, 2015
This resource is part of a series produced by the Center for Standards and Assessment Implementation (CSAI) to assist teachers and those who support teachers to plan teaching and learning from College and Career Ready Standards (CCRS) for all students, including students with disabilities, English learners, academically at-risk students, students…
Descriptors: Educational Resources, Career Readiness, College Readiness, Gifted Disadvantaged
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Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1992
Focuses on a general document navigation strategy called the known/need-to-know strategy. Illustrates the strategy using a variant of this strategy called "locate." (SR)
Descriptors: Elementary Secondary Education, Metacognition, Reading Processes, Reading Strategies
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Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1992
Inaugurates this column's topic for the year: document strategy procedures and ways to teach them. Argues that knowledge of document structures allows for better knowledge of the cognitive steps and metacognitive strategies in document processing. (SR)
Descriptors: Cognitive Processes, Elementary Secondary Education, Metacognition, Reading Processes
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Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1992
Reviews document strategies called "locate tasks." Discusses "cycle tasks," tasks requiring two or more locate tasks, repeating the known/need-to-know steps, thus cycling to earlier steps in the known/need-to-know procedure. (SR)
Descriptors: Elementary Secondary Education, Metacognition, Reading Instruction, Reading Processes
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Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1993
Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)
Descriptors: Content Area Reading, Elementary Secondary Education, Mathematics Instruction, Reading Processes
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Samuels, S. Jay – Reading Psychology, 1989
Argues that in the last 10 years the field of cognitive science has added much to the understanding of how to promote text comprehension. Focuses on the role of questions, text structure, and causal network theory as an approach to comprehension enhancement. (RS)
Descriptors: Elementary Secondary Education, Higher Education, Questioning Techniques, Reading Comprehension
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Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)
Descriptors: Class Activities, Content Area Reading, Elementary Secondary Education, Metacognition
Collins, Norma Decker – 1994
Integrating metacognitive skills into classroom instruction can help students to develop into active, independent readers and learners. B. Armbruster, in a summary of research on metacognition, examined reading to learn from a metacognitive perspective as it related to four variables: texts, tasks, strategies, and learner characteristics.…
Descriptors: Elementary Secondary Education, Higher Education, Metacognition, Reading Processes
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Gordon, Christine J. – Reading Horizons, 1990
Suggests modeling of thought processes with expository text structure as one method of promoting strategic reading with students. Explains that modeling involves explaining the kinds of strategies used and the reasoning involved in the process of making sense of text. (MG)
Descriptors: Elementary Secondary Education, Modeling (Psychology), Reading Instruction, Reading Processes
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Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)
Descriptors: Class Activities, Content Area Reading, Elementary Secondary Education, Metacognition
Musthafa, Bachrudin – 1996
One way of helping learners to develop knowledge, skills, and predispositions essential for independent learning is by teaching reading in content areas to help learners acquire the necessary strategies to use reading and writing to gain new knowledge. Conent area texts pose differing demands because each body of knowledge has its own framework…
Descriptors: Content Area Reading, Critical Reading, Elementary Secondary Education, Learning Processes
Billmeyer, Rachel – 1996
This teacher's manual is a resource to assist teachers in expanding and refining their repertoire of teaching strategies and to guide them in instructional planning and decision making when teaching reading in the content areas. The manual does not prescribe a particular style of teaching--it is of value to teachers as they consider their…
Descriptors: Classroom Techniques, Content Area Reading, Curriculum Development, Elementary Secondary Education
Chang, Carrie – 2002
This paper first gives a brief chronological overview of reading theory development and a short introduction to schema theory, and then comprehensively reviews, comments, and synthesizes research-based studies, published between 1980 and 2002, that examined the effect of text structure (reader effect and text effect) on L1 and L2 reading…
Descriptors: Elementary Secondary Education, Literature Reviews, Reading Comprehension, Reading Research
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