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ERIC Number: ED172189
Record Type: RIE
Publication Date: 1979-Jun
Pages: 17
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Some Reasons Why Teachers are Easier to Understand than Textbooks. Reading Education Report No. 9.
Schallert, Diane L.; Kleiman, Glenn M.
To determine why some children find textbooks to be much more difficult to understand than teachers' presentations, four reading selections for middle grade readers were analyzed, as were tape recorded lessons prepared by ten teachers on the basis of the same selections. Excerpts from one of the written passages and excerpts and analysis of one teacher's presentation suggest four general advantages that teachers have over textbooks in getting children to understand and remember the material presented: they can tailor their messages to the background and level of understanding of the children in their classes; they can remind students of relevant information they already know and help them to see how new information is related to prior knowledge; they can focus students' attention on a passage as a whole or on selected parts of a passage; and they can monitor comprehension. The results of the study point to ways that textbook authors may modify written passages so as to minimize their limitations, as well as to ways that teachers can optimize their classroom presentations and their reading comprehension instruction. (GT)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Center for the Study of Reading (Illinois)