Descriptor
Author
| Kirsch, Irwin S. | 6 |
| Mosenthal, Peter B. | 6 |
| Gordon, Christine | 1 |
| Kelly, Patricia R. | 1 |
| Kirsch, Irwin S., Mosenthal,… | 1 |
| Mozombite, Amy | 1 |
| Neal, Judith C. | 1 |
| Ray, Katie Wood | 1 |
| Rosebery, Ann S. | 1 |
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| Guides - Classroom - Teacher | 13 |
| Journal Articles | 9 |
| Opinion Papers | 4 |
| Books | 1 |
| Guides - Non-Classroom | 1 |
| Reports - Descriptive | 1 |
| Tests/Questionnaires | 1 |
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| Practitioners | 4 |
| Teachers | 4 |
| Students | 1 |
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Peer reviewedGordon, Christine – Reading Horizons, 1991
Expands on how a strategic reader uses text structure knowledge as an overarching strategy, a framework within which to incorporate other strategies to gain ideas from text. (MG)
Descriptors: Elementary Education, Reading Instruction, Reading Processes, Reading Skills
Peer reviewedKirsch, 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
Peer reviewedMosenthal, 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
Peer reviewedMosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)
Descriptors: Content Area Reading, Mathematics Instruction, Reading Processes, Reading Strategies
Download full textMozombite, Amy – 2003
Middle school students will interact with a variety of different texts to uncover a broader meaning of reading. During the three 50-minute sessions, students will identify different categories of text materials from basic picture books to textbooks; compile a list of strategies and processes needed to read the different types of books; and develop…
Descriptors: Definitions, Lesson Plans, Middle Schools, Reading
Peer reviewedKirsch, Irwin S., Mosenthal, Peter B. – Journal of Reading, 1993
Discusses three types of integration tasks in reading, rank ordering, first-level integration (looking for similarities within a list of items), and second-level integration tasks (looking for differences). Offers classroom extension activities. (SR)
Descriptors: Class Activities, Content Area Reading, Metacognition, Reading Processes
Peer reviewedKirsch, 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
Peer reviewedMosenthal, 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
Peer reviewedMosenthal, 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
North Central Regional Educational Lab., Oak Brook, IL. – 2002
Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to…
Descriptors: Classroom Techniques, Intermediate Grades, Metacognition, Middle Schools
Kelly, Patricia R.; Neal, Judith C. – Running Record, 1998
This article is based on the hypothesis that Reading Recovery teachers sometimes mistakenly reduce or withdraw their support once children have developed strategic processing capabilities and gained higher levels of text reading. It discusses structural characteristics of higher level texts and considers several types of processing demands…
Descriptors: Classroom Techniques, Early Intervention, Instructional Improvement, Primary Education
Ray, Katie Wood – 1999
Drawing on stories from classrooms, examples of student writing, and illustrations, this book explains in practical terms the theoretical underpinnings of how elementary school students learn to write from their reading. Beginning with the concepts that underlie how writing teachers teach students to write by studying other writers, it goes on to…
Descriptors: Childrens Literature, Childrens Writing, Elementary Education, Reading Aloud to Others
Rosebery, Ann S.; And Others – 1989
While young children's problem-solving models are not as elaborate as those of older students, they share an important belief, namely, that writing and reading are fundamentally purposeful acts of communication. Focusing on the interpretation of process, in particular on writing and reading as forms of problem-solving that are shaped by…
Descriptors: Audience Awareness, Case Studies, Critical Reading, Critical Thinking
