ERIC Number: ED497584
Record Type: Non-Journal
Publication Date: 2007-Aug
Reference Count: 0
Comprehension for Learning: Selected Instructional Strategies
Misulis, Katherine E.
National Middle School Association (NJ3), Middle Ground v11 n1 p17-18 Aug 2007
Middle level students are making the transition from "learning to read" to "reading to learn." They are discovering how to apply the foundational reading skills they were taught in elementary school to text and content that is longer and more conceptually complex, and that incorporates more advanced terminology. This is no small task for students who are still learning foundational literacy skills. Three major categories of skills and strategies focus on developing and reinforcing comprehension: (1) Learning about vocabulary; (2) Learning to comprehend extended content or text; and (3) Learning to become a strategic learner. Selected instructional strategies within each of these interrelated categories are designed of easy implementation within classroom instruction, especially given the frequent limitations of time. As lifelong learners, it is the responsibility of educators to continually learn about and use instructional strategies to help students understand what they are learning.
Descriptors: Educational Strategies, Reading Skills, Literacy, Lifelong Learning, Reading Instruction, Instructional Effectiveness, Teacher Role, Vocabulary Development, Comprehension, Learning Strategies, Teacher Educators
National Middle School Association. 4151 Executive Parkway Suite 300, Westerville, OH 43081. Tel: 800-528-6672; Tel: 614-895-4730; Fax: 614-895-4750; e-mail: email@example.com; Web site: http://www.nmsa.org/Publications/tabid/95/Default.aspx
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Authoring Institution: N/A