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Dorfman, Aviva; Kenney, Christine; Lee, Jennifer Deesta; Dunham, Kathleen – Journal of Early Childhood Teacher Education, 2020
Face-to-face time with students in the early childhood college setting is at a premium and often flies by before we begin to scratch the surface of active learning. Building a community of learners is one of our main goals as instructors; therefore, we strive to set up active learning environments optimal for all students. This reflection on…
Descriptors: Preservice Teacher Education, Early Childhood Education, Active Learning, Learning Strategies
Palincsar, Annemarie Sullivan; Schutz, Kristine M. – Theory Into Practice, 2011
This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text. Its purpose is to examine the question of why strategy instruction, as enacted in practice, might raise concerns among…
Descriptors: Reading Strategies, Reading Research, Reading Comprehension, Reading Instruction
Bridging the Theory/Practice Divide in Education: Seeing Reading as Research and Research as Reading
Boody, Robert M. – Reading Improvement, 2010
For decades there has been a divide between educational research and practice. Sometimes the blame is placed on teachers for not following research-based strategies or not being trained well enough to read the literature. Just as frequently the blame is placed on researchers for not (a) studying topics important to teachers, (b) writing them so…
Descriptors: Reading Research, Qualitative Research, Research Utilization, Theory Practice Relationship

Abramovici, Simon – Reading, 1988
Suggests that further explication of the notion of "importance" will benefit the reading field, at both practical and theoretical levels. (ARH)
Descriptors: Cognitive Processes, Epistemology, Reader Text Relationship, Reading Comprehension

Poindexter, Candace A.; Prescott, Susan – Reading Teacher, 1986
Offers a metacognitive strategy for helping students answer inferential comprehension questions and a research-based rationale for its use. (FL)
Descriptors: Cognitive Processes, Elementary Education, Inferences, Metacognition

Schmitt, Maribeth Cassidy; O'Brien, David G. – Reading Research and Instruction, 1986
Examines some of the intentions that guided research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. Concludes with some suggestions for using story structures as a teaching tool. (FL)
Descriptors: Learning Theories, Reader Text Relationship, Reading Comprehension, Reading Instruction
Steiner, Linda – 1987
In the interest of applying reader response theory to journalism this paper posits that readers of newspapers, like readers of literature, take an active role in making meaning from the articles they read, rather than passively accepting news as a finished, static product. Additionally, it proposes that journalism textbooks pay little attention to…
Descriptors: Journalism Education, New Journalism, News Reporting, News Writing

Spyridakis, Jan H.; Standal, Timothy C. – Reading Research Quarterly, 1987
Examines the effects of three text signal types (headings, previews, logical connectives) on relatively sophisticated college age readers and their comprehension of technical expository prose. Concludes that all three types can enhance comprehension, but that facilitation depends on passage length and difficulty. (FL)
Descriptors: Context Clues, Expository Writing, Higher Education, Language Usage

Armbruster, Bonnie; And Others – Reading Research Quarterly, 1987
As measured by responses to a main-idea essay question and by written summaries of two passages, students' ability to abstract the macrostructure of problem/solution text read independently was improved by the use of structure training. (FL)
Descriptors: Content Area Reading, Grade 5, Intermediate Grades, Learning Processes
Afflerbach, Peter – 1987
A series of three studies examined the influence of prior knowledge on expert readers' main idea construction processes. Eight expert readers read texts from familiar and unfamiliar content domains, and gave verbal reports of the processes they used for constructing main ideas. Five distinct main idea construction processes were reported: (1)…
Descriptors: Higher Education, Prior Learning, Protocol Analysis, Psycholinguistics
Meyer, Bonnie J. F.; And Others – 1987
A study examined whether teaching a specific reading strategy could improve the reading comprehension and memory of young (18 to 32) and older (62 and older) high school educated adults with average to high vocabulary test scores. The "plan strategy" was identified through an examination of what more than 1,000 adults wrote down as they…
Descriptors: Adults, Expository Writing, Learning Strategies, Memory

Herman, Patricia A. – Reading Research Quarterly, 1987
Concludes that both able and less able eighth grade readers who read text versions in which key concepts and the relations between them had been explained thoroughly learned significantly more word meanings than did students who read any of the other versions. (FL)
Descriptors: Grade 8, Language Acquisition, Learning Processes, Reader Text Relationship

Galda, Lee – New Advocate, 1988
Discusses pedagogical implications of recent theory and research on response to literature. Contends that now teachers must be aware of readers, the text, and the context in which a text is read and discussed. (MS)
Descriptors: Classroom Environment, Elementary Education, Functional Reading, Language Usage
Baker, Linda; Zimlin, Laurie – 1987
Noting that children evaluate their reading comprehension more effectively when they are informed about the standards of evaluation they should use, a study examined whether training in the use of certain standards would show generalization from one level of processing to the other, and also maintenance of standard use. The study also examined…
Descriptors: Cognitive Processes, Elementary Education, Metacognition, Reader Text Relationship

Loyd, Brenda H.; Steele, Jeannie L. – Reading Psychology, 1986
Investigates whether standardized tests measure the same comprehension construct as free recall assessment techniques. (FL)
Descriptors: Comparative Analysis, Evaluation Methods, High Schools, Models
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