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ERIC Number: ED240526
Record Type: Non-Journal
Publication Date: 1983-Sep-15
Pages: 50
Abstractor: N/A
Reference Count: N/A
Instructional Implications of Inquiry in Reading Comprehension.
Snow, David
A contract deliverable on the NIE Communication Skills Project, this report consists of three separate documents describing the instructional implications of the analytic and empirical work carried out for the "Classroom Instruction in Reading Comprehension" part of the project: (1) Guidelines for Phrasal Segmentation; (2) Parsing Tasks in Reading Comprehension Research; (3) Reading Comprehension: Definitions and Instructional Methods. All three papers are designed to give practical guidelines to teachers or training personnel in the use of innovative instructional methods helpful for poor readers. The first paper presents guidelines for producing segmented text for students with moderate skills in single word recognition but problems in reading connected text. The guidelines, which give technical and syntactic criteria for locating appropriate phrasal units, are illustrated by a text sample used in an experimental study. The second paper deals with parsing tasks, which represent a second stage of training in phrase and clause boundary reading and are designed to show students how to use intuitive notions of sound and meaning to parse sentences and locate groups of words that "go together." The third paper describes some classroom techniques and methods that will help students develop inferential comprehension skills on higher levels of text structure. (HOD)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Southwest Regional Laboratory for Educational Research and Development, Los Alamitos, CA.