NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
What a Teacher Hears, What a Reader Sees: Eye Movements from a Phonics-Taught Second Grader
Peer reviewed Peer reviewed
Direct linkDirect link
Brown, Joel; Kim, Koomi; Ramirez, Kathleen O'Brien – Journal of Early Childhood Literacy, 2012
This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…
Descriptors: Grade 2, Low Achievement, Reading Achievement, Scores
Prior Knowledge, Text Features, and Idea Maps. Technical Report No. 608.
PDF on ERIC Download full text
Armstrong, James O. – 1995
A study investigated the relationships among prior topic knowledge, information in elementary science text, and the construction of visual representation of key text ideas. Eight preservice elementary teachers were first interviewed on two topics in science ("how plants get their food" and "air and weather"); then they read…
Descriptors: Elementary Education, Misconceptions, Preservice Teacher Education, Prior Learning
Learning Counter-Intuitive Science Concepts: What Have We Learned from Over a Decade of Research?
Peer reviewed Peer reviewed
Guzzetti, Barbara J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Integrates findings from qualitative and quantitative research in conceptual change that investigated text and text-based strategies. Emphasizes findings that have direct implications for instructional research and practice: (1) refutational text is not sufficient to produce conceptual change; (2) discussion of refutational text must be…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Readers, Texts and Conceptual Change Learning.
Peer reviewed Peer reviewed
Dole, Janice A. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines reader and text variables related to conceptual change learning from science textbooks. Shows it is difficult to change readers' prior knowledge by reading texts that are inconsistent with that knowledge, but refutation text was shown to impact students' prior knowledge when that knowledge contained naive scientific conceptions. Addresses…
Descriptors: Elementary Secondary Education, Misconceptions, Prior Learning, Reader Text Relationship
Content Determines Process: Seeing the Familiar in New Ways.
Peer reviewed Peer reviewed
Ridgeway, Victoria Gentry; Dunston, Pamela J. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Examines conceptual change research to develop an instructional framework for science educators consonant with research on special education populations. Delineates a taxonomy of knowledge structures (classification, structure, process/mechanism, and concept/theory frames) derived from research that may be used to guide teaching strategy…
Descriptors: Elementary Secondary Education, Literature Reviews, Misconceptions, Reader Text Relationship
Instructional Strategies for Promoting Conceptual Change: Supporting Middle School Students.
Peer reviewed Peer reviewed
Swafford, Jeanne; Bryan, Jan K. – Reading and Writing Quarterly: Overcoming Learning Difficulties, 2000
Proposes that instruction targeted at conceptual change should be designed to consider cognitive development and capitalize on what is known about social development. Examines instructional strategies (Concept Oriented Reading Instruction, Discussion Webs, collaborative writing, learning logs, and divided page journals) that promote middle school…
Descriptors: Change Strategies, Collaborative Writing, Elementary Secondary Education, Journal Writing