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ERIC Number: ED189548
Record Type: RIE
Publication Date: 1980-May
Pages: 32
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Utilizing Moral Dilemmas to Enhance Comprehension.
Kennon, Cassandra H.
Central to the process of reading comprehension is the use of questions and discussions in the classroom in order to direct and to evaluate a student's level of understanding of the materials read. Researchers estimate that approximately 70% of teaching involves the technique of questioning students. It is important that teachers do more than ask cognitive memory questions that require only literal recall of information. A technique that can be useful to reading and literature teachers is Lawrence Kohlberg's Cognitive Developmental Approach to Moral Education. Kohlberg lists six stages of moral development based on theories of John Dewey and Jean Piaget, and many recent writers have suggested ways to use these levels of moral reasoning as the basis for classroom questioning. A study was conducted that indicated that when Kohlberg's levels of moral reasoning were used with sixth grade students, white females increased in inferential comprehension scores. Differences in values between males and females and between races provide another reason to make use of questioning based on levels of moral values relevant to the classroom. (MKM)
Publication Type: Speeches/Meeting Papers; Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Kohlberg (Lawrence)
Note: Paper presented at the Annual Meeting of the International Reading Association (25th, St. Louis, MO, May 5-9, 1980).