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ERIC Number: ED015095
Record Type: RIE
Publication Date: 1966
Pages: 1
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
READING INSTRUCTION AND COGNITIVE PROCESSES.
STAUFFER, RUSSELL G.
READING AND THINKING ARE NOT ALWAYS DISTINCT FROM EACH OTHER, ALTHOUGH EACH REPRESENTS DIFFERENT FUNCTIONS AND USES. THE PROBLEM IS NOT WHETHER THE TWO ARE SYNONYMOUS, BUT HOW MUCH TEACHERS SHOULD TELL STUDENTS AND HOW MUCH STUDENTS SHOULD DISCOVER FOR THEMSELVES. RECENT STUDIES SHOW THAT CHILDREN ARE CAPABLE OF APPLYING ELEMENTARY SKILLS OF COGNITIVE FUNCTIONING, EVEN AT AN EARLY AGE. ALL STUDENTS, THEREFORE, MUST BE GIVEN THE OPPORTUNITY TO ACT, TO DISCOVER, AND TO MAKE JUDGMENTS THROUGH A READING-THINKING PROCESS. TO READ IS TO DEAL WITH COGNITIVE STRUCTURES THROUGH ASSIMILATION AND ACCOMODATION. READING IS ACCOMPANIED BY DEVELOPMENTAL CHANGES AS ASSIMILATION-ACCOMODATION RELATIONSHIPS EVOLVE. READING IS A CONTINUOUS PROCESS OF COGNITIVE FUNCTIONING WHICH INVOLVES CONCEPT FORMATION AS WELL AS CATEGORIZATION. TO ACQUIRE CONCEPTS, THE STUDENT USES INTELLECTUAL FUNCTIONS WHICH LEAD HIM TO CATEGORIZE. HENCE, READING INSTRUCTION SHOULD BE A DIRECTED READING-THINKING ACTIVITY AND SHOULD ALLOW STUDENTS TO BE ARTICULATE, TO ACT DELIBERATELY, AND TO USE THESE INTELLECTUAL FUNCTIONS. THIS ARTICLE IS PUBLISHED IN "READING AND THINKING, PROCEEDINGS OF THE 22ND ANNUAL READING INSTITUTE AT TEMPLE UNIVERSITY," TEMPLE UNIVERSITY, PHILADELPHIA, PA., 1965. (NS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: ANNUAL READING INSTITUTE; Temple University PA; UNIVERSITY OF DELAWARE