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Garcia, Georgia Earnest; Pearson, P. David; Taylor, Barbara M.; Bauer, Eurydice B.; Stahl, Katherine A. D. – Theory Into Practice, 2011
Researchers have reported that two types of instructional approaches--strategy instruction and high-level talk about text--lead to reading comprehension improvement in elementary-age students. One hypothesis is that both approaches have similar student outcomes because they develop high-level thinking about text. This article examines the…
Descriptors: Constructivism (Learning), Reading Comprehension, Low Income, Teaching Methods
Garcia, Georgia Earnest; Pearson, P. David – 1991
Various formal and informal literacy assessment measures are described and evaluated in this report. Specifically, the extent to which such measures reflect or distort the literacy performance of students from diverse linguistic, cultural, or economic background is noted. Although the report supports a flexible approach to assessment--giving…
Descriptors: Cultural Context, Cultural Differences, Elementary Secondary Education, Informal Assessment
Garcia, Georgia Earnest; Pearson, P. David – 1990
This report discusses how reading instruction should be modified to facilitate the development of comprehension strategies in all children (including those labeled as "at-risk" or "disadvantaged"). Current theoretical views of reading comprehension do not support a discrete skills perspective, but classroom research has…
Descriptors: Elementary Education, High Risk Students, Instructional Design, Instructional Effectiveness