ReferencesClick the "References" link above to hide these references. Show 1. Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the old to the new: Research on reading comprehension instruction. Review of Educational Research, 61, 239-264. 2. Anderson, R. C., & Pearson, P. D. (1984). A schema-theoretic view of basic processes in reading. In P. D. Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading research (pp. 255-292). New York: Longman. 3. Anderson & Pearson, 1984; Anderson, R. C., Reynolds, R. E., Schallert, D. L., & Goetz, E. T. (1977). Frameworks for comprehending discourse. American Educational Research Journal, 14, 367-382. 4. Pichert, J. W., & Anderson, R. C. (1977). Taking different perspectives on a story. Journal of Educational Psychology, 69, 309-315. 5. Armbruster, B. B., Anderson, T. H., & Ostertag, J. (1987). Does text structure/summarization instruction facilitate learning from expository text? Reading Research Quarterly, 22, 331-346. 6. Wood, E., Woloshyn, V. E., & Willoughby, T. (1995). Cognitive strategy instruction for middle and high schools. Cambridge, MA: Brookline Books. 7. Pressley, M., Symons, S., McGoldrick, J. A., & Snyder, B. L. (1995). Reading comprehension strategies. In M. Pressley & V. E. Woloshyn (eds.), Cognitive strategy instruction that really improves children's academic performance. Cambridge, MA: Brookline Books. 8. Anderson & Pearson, 1984; Hansen, J., & Pearson, P.D. (1983). An instructional study: Improving the inferential comprehension of fourth grade good and poor readers. Journal of Educational Psychology, 75, 821-829. 9. Gillet, J. W., & Temple, C. (1994). Understanding reading problems: Assessment and instruction (4th ed.). New York: Harper Collins. 10. Honig, W., Diamond, L, & Gutlohn, L. (Eds.). (2000). Teaching reading sourcebook for kindergarten through eighth grade. Novato, CA: Arena Press; National Reading Panel, 2000. 11. Pressley, G. M. (1976). Mental imagery helps eight-year-olds remember what they read. Journal of Educational Psychology, 68, 355-359. 12. Gambrell, L. B., & Bales, R. J. (1986). Mental imagery and the comprehension-monitoring performance of fourth and fifth-grade poor readers. Reading Research Quarterly, 21, 454-464. 13. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Academy Press. 14. Dole et al., 1991; Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension monitoring activities. Cognition & Instruction, 2, 117-175.15. Paris, S. C., Wasik, B. A., & Turner, J. C. (1991). The development of strategic readers. In R. Barr, M. L. Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading research (Vol. 2, pp. 609-640). New York: Longman. 16. National Reading Panel, 2000. What is an effective way to help students construct a mental model of informational text?What is an effective way to help students construct a mental model of informational text? Pose queries during reading that ensure students are making the necessary inferences.
Which of the following is an example of a strategy instruction?Chunking, visualization, PQ4R techniques, taking notes are some examples of strategies that are taught as part of Strategy Instruction. Therefore, through the use of Strategy Instruction, students are equipped with the skills required to become good learners.
How do you teach comprehension strategies?Students may use several comprehension monitoring strategies:. Identify where the difficulty occurs. ... . Identify what the difficulty is. ... . Restate the difficult sentence or passage in their own words. ... . Look back through the text. ... . Look forward in the text for information that might help them to resolve the difficulty.. What are the benefits of having students write in response to text?Responding to text in writing has been shown to support comprehension, for both students in general and students who are weaker readers or writers in particular. This applies across expository and narrative texts as well as in content areas such as science and social studies (Graham & Hebert, 2011).
|
Which teaching strategy is most likely to help students construct a mental model of a text meaning?
zusammenhängende Posts
Urheberrechte © © 2024 membukakan Inc.
