ERIC Number: ED192277
Record Type: RIE
Publication Date: 1980-Jun-30
Reference Count: 0
Classroom Practices in Reading Comprehension. Technical Note.
This report examines taxonomies of reading comprehension subskills in light of a process-oriented model of text comprehension. Part One presents an outline of reading comprehension subskills in the context of a simple conceptual framework, summarizes the conclusions of several reading specialists and researchers as to what comprehension consists of, and draws an idealized picture of the instructional goals that should be addressed in classroom practice. Part Two discusses studies that investigated what skills are actually taught in the classroom, how the skills are sequenced, and the instructional methods typically used in classroom settings. The report concludes that although none of the techniques reviewed were particularly startling or novel, observational evidence suggests that they are too seldom used and that the systematic use of direct interactive strategies appears to offer the most immediate promise for bringing about significant improvements in reading comprehension instruction. (AEA)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.