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ERIC Number: ED366911
Record Type: Non-Journal
Publication Date: 1993-Dec
Pages: 18
Abstractor: N/A
Reference Count: N/A
Elementary Students as Co-Teachers and Co-Researchers: Methods of Increasing Strategic Reading Behavior.
Block, Cathy Collins; Graham, Mary
A study examined three issues concerning reading comprehension: amount of instruction in comprehension strategies; cultural backgrounds of students; and transfer and self-initiated automaticity. Two methods of creating transfer--students either taught a strategy they had learned to younger classmates, or created their own strategic lessons and thinking guides--were also examined. Subjects, 224 third- through sixth-grade students from 13 heterogeneously grouped classrooms in 9 schools in the Eastern and Southwestern United States, were taught by 13 volunteer teachers using scripted lesson plans. Each teacher selected the types of strategies he/she would teach, and spent 6 hours of instructional time on each strategy lesson. Each lesson had two sections: the first section presented the strategic objective and dispelled misconceptions about the strategy; and the second section allowed students to select something to read, set their own objectives, and plan a demonstration of what they learned. Students completed pre- and post-treatment questionnaires. Results indicated that: (1) strategy instruction effectively enabled students from all ethnic and ability levels to learn the strategies; (2) while significant differences existed among cultural groups in the types of instruction they value, most students in all ethnic groups chose teacher direction above thinking guides or choice of activities as the most useful aspect of strategy instruction; and (3) students who taught others produced more transfer of instruction than peers who worked as a class to design a new strategy lesson. Findings suggest that literacy programs should include more strategic instruction for all students. (Contains 20 references.) (RS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A