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ERIC Number: ED386865
Record Type: RIE
Publication Date: 1995-Feb-20
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Text Organization: Curricular and Instructional Implications for Diverse Learners. Technical Report No. 18.
Dickson, Shirley V.; And Others
Research-based instructional priorities for text organization and curriculum design are reviewed, with special attention to the needs of diverse learners. Research indicates that the physical presentation of text and text structure help students learn information in textbooks and reading materials. Students can apply their awareness of well-presented text and text structure to reading and writing tasks. Since diverse learners have difficulties identifying main ideas and their interrelations, they may require explicit instruction to increase their sensitivity to important textual information and text organizational patterns. Diverse learners have difficulty integrating and organizing what they read and require well-designed instruction. Examples of instructional approaches are provided that support the following instructional design principles: conspicuous strategies, strategic integration, mediated scaffolding, primed background knowledge, and judicious review. These principles can be applied to explicit instruction in which teachers identify important concepts and skills and can provide guided and independent practice in text materials. These steps enable diverse learners to experience success in their performance on mainstream curricular materials, which are predominantly textbooks. (Contains 14 references.) (SW)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Center To Improve the Tools of Educators, Eugene, OR.