NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED258161
Record Type: RIE
Publication Date: 1985-Mar-22
Pages: 11
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Modeling: A Direct Instruction Model for Programming Reading Comprehension.
Wise, Beth S.
Modeling the behaviors they expect students to exhibit is one way teachers can teach comprehension skills. Teachers need to give multiple examples wherein the teacher models every behavior students should exhibit, giving the answer to the question, and giving the line of reasoning followed to arrive at the answer. To teach each separate comprehension skill, the teacher will need to spend approximately 15 minutes per day per group for a total of five weeks. Each day for a week, the teacher should model three to five examples of the desired behavior totalling 15 to 25 repetitions. In the second week, the teacher should perform all behaviors except one in each example, turning over to students responsibility for the one behavior. In succeeding weeks, the teacher can gradually turn over to students all responsibility for independent applications of the comprehension skill. To teach finding the main idea, a teacher can (1) read the story, (2) circle key words in each sentence, (3) read key words aloud, and (4) restate repeated ideas as a sentence or title. Responsibility for behaviors can be turned over to students in reverse order. Parallel procedures can also be followed for teaching inference skills, and skills in detecting mood or tone of a passage, summarizing, and sequencing events. (HTH)
Publication Type: Guides - Classroom - Teacher; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Texas State Council of the International Reading Association (13th, Dallas, TX, March 14-16, 1985).