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ERIC Number: ED406644
Record Type: Non-Journal
Publication Date: 1996
Pages: 28
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Serving the Strategic Reader: Cognitive Reading Theory and Its Implications for the Teaching of Writing.
Grow, Gerald
A literature review traced a major theoretical shift in the understanding of how people read--from the passive reader who receives and decodes information to the strategic reader who actively chooses what, when, and how to read, reads interpretively, and interprets a text (such as a newspaper article) as an organized structure. The result is a series of 26 recommendations on how to write for such readers, including: signal the organization of the text; signal the learning purpose of the text; clearly identify the audience; model and encourage thinking; anticipate misunderstandings; make the information meaningful; and promote synthesis, meaning, values, and culture. These concepts can be used to improve journalistic practice, professional education, and the teaching of writing in general. (Contains 51 notes, a table listing the 26 recommendations, and 3 figures.) (Author/RS)
Publication Type: Guides - Classroom - Teacher; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A