ERIC Number: ED343115
Record Type: Non-Journal
Publication Date: 1992-Apr
Reference Count: N/A
Dialogical-Thinking Reading Lessons: Promoting Critical Thinking among "Learning-Disabled" Students. Technical Report No. 553.
Commeyras, Michelle; And Others
A study investigated whether reading instruction that emphasizes critical thinking would benefit "learning-disabled" fifth-grade students. Seven students were assigned to an instructional group that participated in a program of 10 dialogical-thinking reading lessons and 7 were assigned to a comparison group that remained with the classroom teacher and completed regular classroom assignments. The instructional group was involved in reading a story and discussing a central issue. Students considered two alternative conclusions regarding the central issue, identified reasons to support each hypothesis, and evaluated the truth and relevance of each reason. Reading comprehension and critical-thinking tests were administered to both groups and both particpated in a base-line and post-dialogical in a base-line and post-dialogical-thinking reading lesson. Results indicated that: (1) on the post-dialogical-thinking reading lessons, the instructional group arrived at proportionately more valid reasons and gave more comprehensive final conclusions regarding the central issue than did the comparison group; (2) there was no evidence of improvement on the paper and pencil tests of reading comprehension and critical thinking for either group; and (3) comparing the students' performance on paper and pencil tests with their performance in discussion settings revealed significantly differing views of competency. Findings suggest that assessing "learning-disabled" students' reading and thinking should be re-examined from a contextualist perspective, and that"learning-disabled" students should receive reading instruction that calls for critical thinking. (Five tables of data, 2 figures representing test items, and a list of answers to one central question are included; 43 references and the coding system for analyzing dialogical-thinking reading lesson transcripts 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.