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ERIC Number: ED524252
Record Type: Non-Journal
Publication Date: 2011-Sep
Pages: 25
Abstractor: As Provided
Reference Count: 36
Instructional Cloze "Redux": Tactical Support for Comprehension Strategy Instruction
Buettner, Edwin G.
Online Submission
Though its popularity has waxed and waned, cloze continues to be regarded as an instructional strategy for the fostering of reading comprehension. This article takes the view of cloze as one tactic in support of strategy instruction, rather than a strategy in its own right. In contrast to the formulaic applications of cloze for assessment purposes, the effectiveness of instructional cloze is contingent upon selective deletions grounded in the goals and outcomes of instructional strategies as well as students' learning needs. Four guidelines for practice provide direction for the development of instructional cloze activities within this framework: accommodating students' learning needs, (2) maintaining sensitivity to the developmental stages of literacy, (3) encouragement of meta-cognitive awareness in the completion of cloze activities, and (4) ensuring that cloze be situated within the broader framework of strategy instruction. The article concludes with samples of cloze activities based on the Question-Answer Relationships strategy. (Contains 4 figures.)
Publication Type: Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A