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ERIC Number: ED205917
Record Type: Non-Journal
Publication Date: 1981-Aug
Pages: 38
Abstractor: N/A
Reference Count: N/A
Learning to Learn from Text: A Framework for Improving Classroom Practice. Reading Education Report No. 30.
Tierney, Robert J.; Pearson, P. David
A reader's background knowledge (schemata) and purpose for reading have an overriding influence upon the reader's development of meaning. Reading comprehension also involves activating, focusing, maintaining, and refining ideas toward developing interpretations that are plausible, cohesive, and complete. Recent examinations of instructional practices suggest that there are not many worthwhile teaching practices for developing or improving comprehension. If teachers can better understand the nature of reading comprehension and learning, they will have a basis for determining what might facilitate the development of comprehension. From the schema theory perspective, the following considerations can serve as guidelines to implement reading comprehension curriculum changes which determine whether the reader (1) has relevant schemata for understanding a text, (2) engages the appropriate schemata during reading, (3) exhibits flexible processing across different texts read for different purposes, (4) understands the text adequately, and (5) recognizes how to transfer this knowledge to other reading situations. (HTH)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.