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Download full textEdiger, Marlow – 1994
Reading is a skill that can complement a hands-on approach in learning relevant facts, concepts, and generalizations pertaining to different units of study. Teachers should guide students to have the ability to identify unknown words prior to their actual reading of subject matter in science. Pupils tend to make minimal mistakes in word…
Descriptors: Content Area Reading, Critical Thinking, Elementary Education, Elementary School Science
Glynn, Shawn M. – 1983
The comprehension of instructional text can be a cognitively demanding task because component comprehension processes compete for limited space within the readers' working memories. The component comprehension processes that readers must perform include recognizing words and retrieving their meanings, parsing sentences, identifying and organizing…
Descriptors: Cognitive Processes, Content Area Reading, Elementary Secondary Education, Higher Education
Lloyd, Bruce A. – 1987
A study examined whether or not high school teachers could name or list the reading skills needed by their students. The three skills categories were comprehending expository text, understanding content area vocabulary, and applying word analysis skills. The questions used to elicit information from teachers were (1) What must students do to…
Descriptors: Content Area Reading, Decoding (Reading), High Schools, Phonics
Juel, Connie – 1979
A study was undertaken to investigate the extent to which reading by students with varying skill levels is a text-driven or a concept-driven process; that is, it examined the conditions under which readers used context to identify words. The 72 second and third grade students in the study read target words that varied in decodability, frequency,…
Descriptors: Concept Formation, Content Area Reading, Context Clues, Grade 2
Schmidt, Henk G.; Patel, Vimla L. – 1987
The purpose of this study was to investigate the extent to which problem analysis facilitated the subsequent processing of expository text, both for novices and a comparison group. A text on osmosis consisted of six-pages and was used as reading material. The ninth-grade students were considered novices because they were unfamiliar with the…
Descriptors: Biology, Content Area Reading, Decoding (Reading), Foreign Countries
Wisconsin State Dept. of Public Instruction, Madison. – 1978
The intent of this publication is to provide an opportunity for educators to consider reading comprehension as dependent, at least in part, on specific features of written language. Chapter 1 discusses a theoretical framework for thinking, problem solving, and reading comprehension. Chapter 2 deals with teaching word-level comprehension,…
Descriptors: Concept Formation, Conceptual Schemes, Content Area Reading, Context Clues
Schreiner, Robert L. – 1969
As the result of an analysis and synthesis of reading comprehension skills studies, it was suggested that teachers attempt to simplify comprehension questions by recognizing two basic types: literal and nonliteral. It was noted that a student's success in obtaining meaning depends on (1) his competency in determining word meaning, (2) his…
Descriptors: Content Area Reading, Critical Reading, Factor Analysis, Factual Reading
Stevens, Robert J. – 1986
A study tested the relative effectiveness of four methods of teaching remedial reading students (grades 6 through 11) how to identify the main idea of expository paragraphs. Forty-seven students were divided according to treatment and were given the same pool of 125 paragraphs about geology and weather to read, and were given pretests and…
Descriptors: Classification, Computer Assisted Instruction, Content Analysis, Content Area Reading
Peer reviewedKonopak, Bonnie; And Others – Reading Psychology, 1987
Examines whether students spontaneously focus on and acquire meanings for unknown words encountered in text. Indicates that, while the intentional learning group made the greatest gains, the incidental learning group acquired some knowledge and confidence. Shows that the control group gained little in either case. Provides support for incidental…
Descriptors: Cognitive Processes, Content Area Reading, Context Clues, Elementary Secondary Education
ERIC Clearinghouse on Reading and Communication Skills, Urbana, IL. – 1985
This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 26 titles deal with a variety of topics, including the following: (1) the effect of selected biofeedback techniques on reading comprehension in a high school chemistry class; (2) an investigation of volunteer and nonvolunteer…
Descriptors: Annotated Bibliographies, Biofeedback, Cognitive Style, Comparative Analysis
