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Call for Feedback: Proposed Changes to How ERIC Indicates Peer Review
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ERIC Number: EJ406808
Record Type: CIJE
Publication Date: 1990
Pages: N/A
Abstractor: N/A
Reference Count: 0
Reading Comprehension Instruction for At-Risk Students: Research-Based Practices that Can Make a Difference.
Flood, James; Lapp, Diane
Journal of Reading, v33 n7 p490-96 Apr 1990
Discusses reader, text, educational context, and teacher variables related to comprehension instruction for at-risk students. Discusses seven research-based, constructivist teaching practices that require teachers and students to work together to ensure that students internalize rules and strategies for making meaning. (RS)
Publication Type: Journal Articles; Guides - Classroom - Teacher
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Constructivism
Note: Themed Issue: Reading Instruction for At-Risk Students.