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ERIC Number: ED174962
Record Type: RIE
Publication Date: 1979-Jun
Pages: 10
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Role of Pre-Reading in Content Learning.
Thelen, Judith N.
Instead of urging content area teachers to teach reading skills, reading personnel should be providing them with prereading techniques designed to organize or provide experiences relevant to new concepts to be learned by students. Among the conclusions reached from a review of relevant research are that using multi-leveled textbooks in a classroom will not produce statistically significant gains in cognitive achievement and that students' problems in content reading stem not from lack of reading skills but from comprehension problems due to lack of relevant background knowledge. One prereading technique, which proved successful in a study involving social studies instruction, involves presenting many examples and nonexamples of relevant (critical) attributes of concepts to help students clarify the concepts. In another technique, which employs graphic postorganizers, students construct their own hierarchy of terms used in the material they have learned. These techniques enable teachers to ascertain what learners already know and to teach them accordingly, using both receptive and discovery learning techniques. Teachers should be the primary sources of information; textbooks should be used to reinforce concepts they have previously developed. (GT)
Publication Type: Speeches/Meeting Papers; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the West Virginia University Reading Center (1st, Morgantown, West Virginia, June 27-29, 1979)