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ERIC Number: ED163393
Record Type: RIE
Publication Date: 1978-May
Pages: 20
Abstractor: N/A
Reference Count: 0
Beyond Recall in Reading Comprehension: Five Key Planning Decisions.
Sinatra, Richard; Annacone, Dominic
Over the years, teacher questions have consistently aimed at literal comprehension, indicating that teachers lack understanding of the reading-thinking-questioning hierarchy. Benjamin Bloom's "Cognitive Taxonomy" can serve as a hierarchical framework for the design of questions. Within this framework, a teacher can confront decision making in a sophisticated manner and design powerful reading comprehension activities. Five questions a teacher must consider relative to the style and content of the text and to the nature of the learner are: In examining the selection, are there problems with style that may impede understanding of the lowest levels of content, identified by Bloom as knowledge and translation? To what extent does the selection content enable the teacher to expand the cognitive levels of questioning so as to go beyond the memory level of reading comprehension? How can the instructional planner diversify the questions that guide reading comprehension so as to incorporate higher cognitive levels? How does a cognitive ordering of questions affect the way the reader processes the reading material? What kind of affective "side-effects" are aroused by the nature of the questions, and how do they influence the readers' attitude toward reading? (TJ)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Bloom (Benjamin S)
Note: Paper presented at the Annual Meeting of the International Reading Association (23rd, Houston, Texas, May 1-5, 1978) ; Best copy available