ERIC Number: ED222889
Record Type: RIE
Publication Date: 1982-Oct-26
Reference Count: 0
Inquiry Summary: Classroom Instruction in Reading Comprehension.
Snow, David P.
For the purpose of investigating instructional techniques that facilitate children's acquisition of reading comprehension skills in the middle and upper elementary grades, a 2-year inquiry into classroom instruction in reading comprehension was begun at the beginning of 1980. The initial focus of the study was on methods of assessment. Analytic inquiry focused on strategy differences between good and poor readers and remediation techniques for teaching comprehension skills beyond the word level. Following the analytic inquiry, a series of three empirical studies investigated an important but not widely studied aspect of reading skills development--children's perception of meaningful, intrasentence units in printed discourse. These studies found that (1) phrasally segmented text improved children's oral reading in regard to appropriate intonation, stress, and pauses; (2) both good and poor readers were able to use prosodic features in order to identify functional intrasentence units in speech, but poor readers had difficulty compensating for the lack of these organizing cues in printed text; and (3) oral modeling of text helped moderately poor readers to read out loud in a fluent manner, suggesting an improved understanding of text. These results suggest that auditory language skills should also be used as the basis for teaching children to analyze the phonological and structural organization of text on the larger level of phrases and sentences. (HOD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.