ERIC Number: ED195957
Record Type: RIE
Publication Date: 1980-Dec
Reference Count: 0
Comprehension Instruction or Assessment--What's the Difference?
Cloer, Thomas, Jr.
According to Dolores Durkin, reading comprehension instruction can be defined as activities in which the teacher does or says something to help children understand or work out the meaning of more than a single, isolated word. Carol Hodges criticized Durkin's emphasis on direct verbal instruction and broadened the definition to include interrogation after reading, helping with assignments by asking additional questions, and even checking of workbooks by the child and teacher. These data require researchers and practitioners to examine the research literature concerning the efficacy of questioning as an aid to learning. Further, researchers may need to start looking at strategies used for content area reading improvement in an attempt to discover their potential application to general reading comprehension development. Too, researchers need to explore ways of introducing direct verbal instruction prior to interrogation in general comprehension development to examine the merit of reading guides. The lack of eclecticism in comprehension development is what the research by Durkin makes so vividly clear. This lack of eclecticism in reading comprehension instruction could prove as limiting as the lack of eclecticism in decoding strategies if we strive for full development of all the students' comprehension abilities. (HOD)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Conference (1st, Sarasota, FL, December 4-6, 1980).