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ERIC Number: ED204735
Record Type: RIE
Publication Date: 1981
Pages: 69
Abstractor: N/A
Reference Count: 0
Schooling and Scheming: From Research in Reading Instruction toward Information Processing.
Escoe, Adrienne S.
Prepared as part of a continuing study of the instructional practices that make up the process of schooling, this paper concentrates on the practices that comprise reading comprehension instruction. The paper focuses on four skills commonly taught and assessed as part of many widely used reading comprehension instruction programs in the intermediate grades: (1) determining the main idea and details of written text, (2) understanding sequential information, (3) understanding cause-and-effect relationships, and (4) drawing conclusions. The paper presents a summary of the instructional practices commonly used to achieve student proficiency in each of these skill areas, along with specifications and some example items that schools could use to provide useful diagnostic data. The paper concludes with a sketch of reading comprehension that is observed in instructional practice and that supports an information-processing model (schema theory) of reading comprehension. (FL)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Schema Theory
Note: Paper presented at the Annual Meeting of the International Reading Association (26th, New Orleans, LA, April 27-May 1, 1981).