ERIC Number: ED227450
Record Type: RIE
Publication Date: 1982-Dec
Reference Count: 0
Enhancing Intermediate Grade Students' Comprehension of and Attitude toward Reading in the Content Areas.
Intermediate grade teachers can help students deal with content area reading problems by using the directed reading activity (DRA) approach. Prior to using this approach the teacher needs to decide the major concepts to be emphasized in the content selection, the vocabulary terms to be taught, the specific skills to be taught to aid in understanding, and the supplementary materials to use. The first step in using the DRA framework involves preparing students for reading through methods, such as SQ3R, which provide direction and purpose setting for reading. SQ3R guides students through a chapter and introduces them to questions and advance organizers that can facilitate learning and discussion. During the next step in the DRA, silent reading, study guides can be provided to help students structure the reading of text. The third step provides opportunities such as reports, trips, films, experiments, and artwork for students to use their newly learned skills and concepts in a new setting. The concluding activities (comprehension checks) allow time for synthesizing the bits and pieces that have been studied. (Appendixes include a diagram of selected variables that influence comprehension, a framework for DRAs, directions for using the DRA approach in content area reading, an example of a semantic mapping exercise to evaluate background information and an example of remapping to diagnose concept growth, suggestions for developing vocabulary, a discussion of the SQ3R method, suggestions for preparing children to read chapters in a content text, and rewriting materials to adapt to the needs of poor readers.) (HOD)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: SQ3R Study Formula
Note: Paper presented at the Annual Meeting of the Eastern Regional Conference of the International Reading Association (4th, Boston, MA, December 2-5, l982).