ERIC Number: ED354144
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Review of Reading Comprehension Instruction: 1985-1991.
Rivard, Leonard; Yore, Larry D.
The purpose of this paper is to update the review of science-related reading research conducted by Yore and Shymansky (1985) and to provide a current research foundation for a science reading research agenda. This review emphasizes the post-1985 literature and selected pre-1985 literature not included in the earlier summary. This summary addresses the interactive-constructive model of reading, the science reader, textbooks in science teaching, comprehension instruction, and future directions. The conclusions drawn from the review indicate that existing school programs do little to help students comprehend science text and that some comprehension strategies for expository text respond positively to explicit instruction. Much of the research reviewed disregarded the unique attributes of science, scientific language, context, and conceptual change. A major shortcoming of current research is the definition and assessment of comprehension. Greater effort is required to measure knowledge constructions, meaningful learning, and implicit comprehension over a period of time. The use of think-alouds, structured interview protocols, concept maps, two-part objective questions, and performance tasks have potential application in science reading research. (Contains over 100 references.) (PR)
Descriptors: Concept Formation, Content Area Reading, Elementary Secondary Education, Foreign Countries, Higher Education, Literature Reviews, Reader Text Relationship, Reading Comprehension, Reading Instruction, Reading Research, Science Education, Science Instruction, Science Materials, Textbook Content
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A