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ERIC Number: ED209644
Record Type: RIE
Publication Date: 1981-Oct
Pages: 8
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Improving Reading Comprehension.
Arganbright, Esther
A recent study found that "mentioning," or saying just enough about a topic to allow for an assignment related to it, had supplanted instruction in reading comprehension in grades three through six. As a replacement to "mentioning," a "preteaching" unit has been developed that concentrates on development of textbook vocabulary, identifying students' concept levels, building a frame of reference using the students' vocabulary, and teaching cue words. All of these activities take place before a reading assignment is given and are not graded, thus relieving anxiety. In order for the teacher to know the problems the student will face in the materials to be presented, a careful examination of the materials must be made with regard to their difficulty, the different concepts presented, readability, and vocabulary. The types of vocabulary that should be defined are (1) technical, (2) general, (3) high frequency, (4) structurally difficult, (5) multiple meaning, and (6) the students' own vocabulary. Cue or signal words and connectives are also taught to aid in comprehension. For testing situations, the teacher shows students how to summarize, compare and contrast, or put into chronological order. Through different levels of questioning, a teacher can gradually bring students to an inferential reading level. Above all, students must be allowed adequate time to give well-thought-out answers during questioning sessions. (HTH)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Prereading Activities; Schemata
Note: Paper presented at the Annual Meeting of the Plains Regional Conference of the International Reading Association (9th, Des Moines, IA, October 22-24, 1981).