NotesFAQContact Us
Search Tips
ERIC Number: ED443090
Record Type: Non-Journal
Publication Date: 1999-Oct
Pages: 10
Abstractor: N/A
Reference Count: N/A
Fostering High Levels of Reading and Learning in Secondary Students.
Graves, Michael F.
Reading for students beyond the primary and lower elementary grades gets relatively little attention. Despite the widespread acceptance of the importance of higher levels of literacy for students, levels that can only be achieved across the years of elementary and secondary school, most educators, researchers, and policymakers focus their attention on the lower grades. Two contemporary constructs, however, have the potential to change the way secondary teachers teach. These are the "teaching for understanding" approach and the concept of scaffolding students' learning. David Perkins's approach in working with Harvard's Project Zero recognizes that teaching for understanding must go beyond simply presenting students with information. The educator must ensure that students accomplish three tasks: retain important information; understand topics deeply; and actively use the knowledge they gain. Perkins argues that fewer topics should be taught and taught more thoroughly than is typical. More specifically, he suggests that a substantial amount of teaching should be done in fairly lengthy units with several specific features. He delineates these features in a four-part framework: generative topics; understanding goals; understanding performances; and ongoing assessment. Reading plays an important role in teaching for understanding in that much of the learning that students do as they come to understand a topic should and will come from reading. The influence of this orientation on the reading included in secondary classrooms is straightforward--generative topics and understanding goals should prompt much of the reading that students do. Attached are annotated lists of 22 references and 5 Web sites. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Reading Association, Newark, DE.