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ERIC Number: ED363861
Record Type: Non-Journal
Publication Date: 1993-Nov
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-042989-7
ISSN: N/A
Transforming Ideas for Teaching and Learning To Read. State of the Art.
Sweet, Anne P.
Based on research findings and practical experience, this booklet presents 10 interrelated ideas to transform instruction in reading and heighten literacy learning for all students. The booklet notes that research has led to new understandings about basic cognitive and instructional processes (particularly those involved in reading comprehension). The 10 ideas discussed in the booklet are: (1) children, when reading, construct their own meaning; (2) effective reading instruction can develop engaged readers who are knowledgeable, strategic, motivated, and socially interactive; (3) phonemic awareness is one of the best predictors of later success in reading; (4) modeling is an important form of classroom support for literacy learning; (5) storybook reading, done in the context of sharing experiences, ideas, and opinions, is a highly demanding mental activity for children; (6) responding to literature helps students construct their own meaning which may not always be the same for all readers; (7) children who engage in daily discussions about what they read are more likely to become critical readers and learners; (8) expert readers have strategies that they use to construct meaning before, during, and after reading; (9) children's reading and writing abilities develop together; and (10) the most valuable form of reading assessment reflects current understanding about the reading process and simulates authentic reading tasks. A 12-item list of suggested reading is attached. Contains 56 references. (RS)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402--9328.
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Parents; Policymakers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Office of Educational Research and Improvement (ED), Washington, DC.