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ERIC Number: ED392239
Record Type: RIE
Publication Date: 1992
Pages: 11
Abstractor: N/A
Reference Count: N/A
Reading To Learn: Study Reading for All?
Kelly, Virginia
This paper discusses the concept of "study reading" as used at a learning disabilities clinic at the University of Southampton, England. Study reading is defined as attentive reading to learn and remember, as different from reading that is performed simply to follow a narrative or browsing for one's own, self-set purposes. Results obtained with learning disabled students and their teachers are examined, such as accident black spots. The students are first offered a general attack plan for approaching new reading assignments. Next, the focus is on the connection between what they are reading and how they will use this new information. This task analysis gives them a clearer idea of what they are reading; it is accompanied by highlighting and note-taking. Teachers who work with these students often feel inadequate to this helping task, but it is often just a matter of working with knowledge they already have, but do not recognize. A list of teacher-helpful texts for teachers and students is appended. (Contains references.) (NAV)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: University of Southampton (England)
Note: In: Perspectives on Reading. CLE Working Papers 2. For complete volume, see FL 023 547.