ERIC Number: ED113690
Record Type: RIE
Publication Date: 1975
Reference Count: 0
Designing Instruction in Reading: Interaction of Theory and Practice.
Resnick, Lauren B.; Beck, Isabell L.
The role of information-processing task analysis in linking psychological theory to instructional practice is illustrated with reference to reading. Two detailed information-processing models of decoding skills are compared to show how psychological considerations suggest the superiority of one model over the other as a basis for instruction. Procedures for teaching the superior model are examined and related to general principles of instructional design, and examples of research questions generated by instructional practice are discussed. A final section considers the role of task analysis in bringing psychological theory to bear on instruction in the complex skill of reading comprehension. A general map of the domain of reading comprehension is proposed and consideration given its implications for both research and instruction. (Author)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Not available in hard copy due to marginal legibility of original document due to type size