ERIC Number: ED324648
Record Type: Non-Journal
Publication Date: 1990-Sep
Reference Count: N/A
Developing Expertise in Reading Comprehension: What Should Be Taught? How Should It Be Taught? Technical Report No. 512.
Pearson, P. David; And Others
This conceptual paper uses two literatures--the work examining the development of expertise in reading comprehension processes and the work on effective approaches to instruction--to build an instructional model for teaching reading comprehension strategies. The report assumes a constructivist view of both reading comprehension and social discourse. Thus, it views the "teacher as a text" and suggests that students build a model of meaning for the classroom instruction they encounter. The report closes with a set of nine rules of thumb for guiding the development of comprehension, including the following: (1) good reading strategies are as adaptable as they are intentional; (2) good reading instruction depends upon the creation of an environment that continually portrays the usefulness and value of reading; and (3) both reading comprehension and comprehension instruction are highly interactive and reciprocal. One table illustrating the interactive view of reading comprehension is included; 149 references are attached. (Author/RS)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Illinois Univ., Urbana. Center for the Study of Reading.; Bolt, Beranek and Newman, Inc., Cambridge, MA.