ERIC Number: ED273567
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Teaching Students to Think as They Read: Implications for Curriculum Reform. Reading Education Report No. 58.
Brown, Ann L.
Reading comprehension skills can be taught effectively across the curriculum leading to enhanced critical thinking and reading skills, as well as improved performance in content areas. Skilled readers plan their approach to the task at hand, monitor their learning as they read, apply strategies to foster learning, evaluate, and if necessary, revise their approach to learning from texts. The best approach to creating independent readers is to guide them in acquiring strategies for attacking texts on their own. Instructional procedures that introduce strategies as they are needed in the context of actually understanding texts, where the strategies are demonstrated over time, and where the student is fully informed of the purpose of the strategy, produce long-lasting, significant improvements in reading comprehension scores. A description is presented of one such instructional program in which the techniques of expert scaffolding of materials and reciprocal teaching through dialogue are used. The dialogue includes spontaneous discussion and argument and four main comprehension-fostering activities: summarizing, questioning, clarifying, and predicating. Implications for curriculum reform in reading comprehension are discussed. A six-page list of references concludes the document. (JD)
Descriptors: Cognitive Processes, Content Area Reading, Critical Reading, Critical Thinking, Curriculum Development, Elementary Secondary Education, Instructional Improvement, Intellectual Development, Reading Comprehension, Reading Improvement, Reading Instruction, Reading Strategies, Teacher Student Relationship, Teaching Methods
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; National Inst. of Education (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; American Educational Research Association, Washington, DC.; Bolt, Beranek and Newman, Inc., Cambridge, MA.
Note: Paper prepared for the American Educational Research Association Project: Research Contributions for Educational Improvement. For related documents, see ED 257 032, SP 026 402-404, and SP 026 406-411.