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Peer reviewedDillner, Martha H. – Journal of Reading, 1974
Reviews four component behaviors of the affective domain: attending, receiving, valuing, and evaluating. (RB)
Descriptors: Affective Objectives, Behavioral Objectives, Higher Education, Reading Instruction
Peer reviewedTreat, Janet – Reading Improvement, 1977
Shows why self-concept is important in reading instruction, and why reading teachers should use effective classroom techniques to promote self-concept. (RL)
Descriptors: Affective Behavior, Affective Objectives, Educational Objectives, Elementary Secondary Education
Download full textMeehan, Sister Trinita – 1970
This study was designed to show the effects of three instructional strategies incorporating the use of the cognitive and affective taxonomies on the kinds of questions preservice teachers ask children in reading instruction. The strategies, administered to 120 preservice elementary teachers enrolled in language-arts methods classes, involved 1)…
Descriptors: Affective Objectives, Analysis of Variance, Cognitive Processes, Data Analysis
Earle, Richard A., Ed. – 1977
Each of the five sections in this book deals with one of the five major components in a diagnostic/prescriptive model of classroom reading instruction: instructional purpose, evaluation, materials, methods, and classroom management. Articles in the "Instructional Purpose" section discuss the affective component of instruction and the relationship…
Descriptors: Affective Objectives, Classroom Techniques, Cognitive Style, Diagnostic Teaching
Peer reviewedRupley, William – Reading Improvement, 1977
Recommends that effective reading instruction be evaluated by comparing actual and expected reading growth, identifying effective teaching techniques, using research methodology that creates better understanding rather than design sophistication, and considering both the cognitive and affective dimensions of reading instruction. (RL)
Descriptors: Affective Objectives, Cognitive Objectives, Instructional Improvement, Predictor Variables
Peer reviewedGentile, Lance M.; McMillan, Merna M. – Journal of Reading, Writing, and Learning Disabilities International, 1990
This approach to motivating at-risk students in elementary, middle, and secondary grades calls for direct involvement of students by relating quality literature to their frequently chaotic lives. The approach applies cognitive, affective, and psychomotoric higher order skills to reading and writing instruction. (Author/JDD)
Descriptors: Affective Objectives, Elementary Secondary Education, High Risk Students, Literacy Education
Sadoski, Mark C. – 1982
Sustained silent reading (SSR) is intended to promote reading growth through allowing students to have sustained encounters with self-selected reading material without interruption in the presence of positive peer and teacher role models. Recent research suggests that SSR is of significant value when combined with a regular program of reading.…
Descriptors: Accountability, Affective Objectives, Cognitive Objectives, Elementary Secondary Education
Sampson, Mary Beth, Ed.; Szabo, Susan, Ed.; Falk-Ross, Francine, Ed.; Foote, Martha F., Ed.; Linder, Patricia E., Ed. – College Reading Association, 2006
The title of the twenty-eighth yearbook mirrors the theme of the 2005 conference--"Learning in the 21st Century with Traditional and Electronic Literacies." The editors chose the title "Multiple Literacies in the 21st Century" in an attempt to reflect the contents of this yearbook which seem to approach literacy from a myriad…
Descriptors: Literacy Education, Content Area Reading, Content Area Writing, Reading Instruction
