ERIC Number: ED155622
Record Type: RIE
Publication Date: 1976-Apr
Reference Count: 0
Discourse Comprehension and Early Reading.
Frederiksen, Carl H.
The primary goal of early reading instruction, according to this paper, should be to teach children to comprehend written discourse in a manner similar to that for oral discourse because both types of discourse require decoding ability--graphic or acoustic. The paper asserts that to simply design reading instruction to achieve the subgoal of decoding (which seems most often to be the case) is likely to lead to subsequent difficulty in achieving the primary goal of comprehension. The paper describes a five-stage system of discourse comprehension, ascending from the basic level of graphic input to the highest level where inferred propositions (comprehension) are processed. Illustrations of these text based inferences as they are used by children in telling and retelling stories show how the systematic study of discourse comprehension can be applied to beginning reading instruction. (The discussion following presentation of the paper is attached.) (RL)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Pittsburgh Univ., PA. Learning Research and Development Center.
Note: Paper presented at the Conference on Theory and Practice of Beginning Reading Instruction, University of Pittsburgh, Learning Research and Development Center, April 1976; Not available in hard copy due to marginal legibility of original document; For related documents, see CS 004 132-133, CS 004 135, CS 004 137-173, ED 125 315 and ED 145 399