ERIC Number: ED436739
Record Type: Non-Journal
Publication Date: 1998
Reference Count: N/A
Keeping the Processing Easy at Higher Levels of Text Reading.
Kelly, Patricia R.; Neal, Judith C.
Running Record, v11 n1 p1-4,8-10 Fall 1998
This article is based on the hypothesis that Reading Recovery teachers sometimes mistakenly reduce or withdraw their support once children have developed strategic processing capabilities and gained higher levels of text reading. It discusses structural characteristics of higher level texts and considers several types of processing demands represented by higher levels. It concludes with the following suggestions of ways teachers can support children in higher level reading: (1) foster simplicity in learning; (2) adopt different selection methods for higher texts; (3) continue to prepare students for meaning, language, and visual demands of new texts; (4) develop clear understanding of differences between word-level "work" and phrase/sentence-level processing; (5) understand the conditions for shifting to less supportive book introduction; and (6) understand necessary changes in support for higher level reading. Contains 25 references. (EF)
Publication Type: Guides - Classroom - Teacher; Journal Articles
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: Reading Recovery Council of North America, Columbus, OH.