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Peer reviewed Peer reviewed
ERIC Number: EJ493007
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4669
Constructivism in Reading Education.
Stanovich, Keith
Journal of Special Education, v28 n3 p259-74 Fall 1994
In the development of word recognition skills, self-discovery may not be the most efficacious mode of learning, and it may be useful to isolate or fractionate cognitive components. Successful intervention directed at word recognition involves exogenous constructivism, in which explicit instruction and teacher-directed strategy teaching are not eschewed, especially for children with special needs. (JDD)
Descriptors: Cognitive Processes, Constructivism (Learning), Elementary Secondary Education, Learning Theories, Reading Instruction, Special Needs Students, Teaching Methods, Theory Practice Relationship, Word Recognition
Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Special Issue: Implications of Constructivism for Students with Disabilities and Students at Risk. Issues and Directions.