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ERIC Number: ED226321
Record Type: RIE
Publication Date: 1983-Jan
Pages: 22
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Learning from Text. Reading Education Report No. 37.
Tierney, Robert J.
Students must develop self-monitoring abilities if they are to successfully transfer knowledge and strategies they are taught to their own reading. But first, teachers must know just what this knowledge and these strategies are and how they can be presented to students. Akin to model building, reading comprehension involves a variety of behaviors and self-regulating strategies aimed at developing an interpretation that is plausible, complete, interrelated, and coherent. Studies suggest that secondary school students either lack these abilities and awarenesses or fail to use them. Other studies, however, suggest that knowledge and strategies can be successfully taught if teachers consider five things: (1) relevance--the skill or ability is worth teaching; (2) explicitness--students should be informed why, when, where, and how to use specific strategies; (3) student as informant--students should explore strategies for themselves; (4) self-regulation--students must be moved beyond situations where they depend on the teacher; and (5) application--students must be given situations that stimulate the transfer tasks to which they are expected to put these skills, strategies, and awarenesses. (JL)
Publication Type: Guides - Classroom - Teacher; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Identifiers: Reader Text Relationship; Reading Strategies