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ERIC Number: ED193602
Record Type: RIE
Publication Date: 1980-Apr
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Comprehension-Oriented Reading Lesson: Relationships to Proximal Indices of Achievement.
Au, Kathryn Hu-pei
Successful reading comprehension lessons given to primary grade children seem to incorporate the following four elements: (1) Two-thirds of lesson time is spent on the direct instruction of comprehension. (2) The major teaching strategy used is one in which the children's background knowledge of the text is explored first, before the text is read (experience-text-relationship method). (3) Questions are asked at a variety of levels, ranging from factual and literal to interpretive and critical. (4) Instruction is responsive, with the teacher's questions growing out of the preceding responses of the children. When the lessons of a teacher whose instruction incorporated all of these features were compared to those of one whose instruction showed only the third and fourth features, it was found, with minor exceptions, that the level of student achievement-related behaviors was much higher in the lessons of the first teacher than in those of the second. (Author/RL)
Publication Type: Reports - Research; Speeches/Meeting Papers
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 American Educational Research Association (Boston, MA, April 7-11, 1980).