NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1049067
Record Type: Journal
Publication Date: 2015
Pages: 8
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: ISSN-1094-9046
Information Literacy + Literacy = Evidence-Based Practice in the Classroom and the School Library
Messenger, Caroline Gordon
Knowledge Quest, v43 n3 p20-27 Jan-Feb 2015
More than twenty years ago reading researchers sought to capture the behaviors good readers demonstrated to make meaning from their reading. By shifting the focus away from what was wrong, researchers were able to study and discuss what worked. A comprehensive list of reading strategies emerged from this research. This was an important discovery. Defining literacy shifted from the ability to read words on a page to the ability to draw conclusions about meaning. The research showed that reading strategies can be taught through practice and reinforcement in the classroom. When Caroline Messenger discovered how reading strategies improve comprehension (Olshavsky 1976; Robb 2000; Harvey and Goudvis 2007) she realized these strategies could help her create interventions that help her students become better readers.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site: http://www.ala.org/ala/mgrps/divs/aasl/aaslpubsandjournals/knowledgequest/knowledgequest.cfm
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A