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ERIC Number: ED252839
Record Type: RIE
Publication Date: 1984-Nov-30
Pages: 21
Abstractor: N/A
Reference Count: 0
A Comparative Study of Journals for Teachers of Reading and Their Contributions to Comprehension Instruction Methodology.
Ceprano, Maria A.; Stabile, Celia
A study analyzed and compared the content of four reading journals to determine the extent to which articles concretely described strategies for teaching comprehension or for following up on comprehension instruction. A total of 654 articles from 1973 and 1983 were content analyzed for eight categories of comprehension instruction and three categories of comprehension follow-up. The results indicated the publication of a substantially larger number of articles dealing with comprehension instruction and follow-up in the 1983 issues of "The Reading Teacher,""Journal of Reading," and "Reading World," compared with the 1973 issues. "Reading Improvement" displayed a marked decrease in the percentage of articles on comprehension and follow-up. The findings suggest a need for teaching strategies that foster such influences as syntax and passage structure and monitoring on text comprehension, as well as for manuscripts describing strategies reflecting these components. (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Journal of Reading; Reading Improvement (Journal); Reading Teacher (Journal); Reading World (Journal)
Note: Paper presented at the Fall Conference of the Rhode Island State Council of the International Reading Association (Newport, RI, November 30, 1984).