ERIC Number: ED478373
Record Type: RIE
Publication Date: 1997
Teaching Reading in a Learning Assistance Center.
This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3) Strategy; and (4) Task. These four factors are depicted in a tetrahedral model, with "self" at the apex. In Schema theory, the effect of a reader's background knowledge on reading comprehension is considered. Limited background knowledge can manifest in limited word recognition, limited vocabulary development, affective issues, and response to material factors of the text. The author argues that reading in a study situation is as much a strategic process as it is a comprehending process. Research indicates that successful readers have metacognition of the elements of the reading process, while unsuccessful readers do not. Mapping, note taking, and summarizing are effective ways of helping students develop metacognitive ability. This paper delineates the following scaffolds for use in a learning assistance center: (1) Assessment Scaffold; (2) Metacognitive Scaffold; (3) Instructional Scaffold; (4) Strategy Scaffold; (5) Writing Scaffold; and (6) Technology Scaffold. (Contains 4 figures and 105 references.) (NB)
Publication Type: Information Analyses; Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: In: Mioduski, Sylvia and Gwyn Enright (Ed.s) Proceedings of the 17th and 18th Annual Institutes for Learning Assistance Professionals: 1996 and 1997. Tucson, Arizona: University Learning Center, University of Arizona, 1997. pp. 27-42.