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ERIC Number: EJ782187
Record Type: Journal
Publication Date: 2004
Pages: 12
Abstractor: ERIC
Reference Count: 52
ISBN: N/A
ISSN: ISSN-1081-3004
Does Proficiency in Middle School Reading Assure Proficiency in High School Reading? The Possible Role of Think-Aldus
Caldwell, JoAnne; Leslie, Lauren
Journal of Adolescent & Adult Literacy, v47 n4 p324-335 Dec 2003-Jan 2004
When proficient middle school readers enter high school, it is generally expected that they can successfully comprehend high school text. If any literacy instruction is provided in high school, it is generally limited to students with a history of struggling with reading. Is it a reasonable expectation that successful middle school readers will be equally successful when dealing with high school text? If proficient middle school readers do encounter difficulties, what strategies might be helpful? What support might they need? Thinking aloud during the process of reading has been recommended as a strategy for improving comprehension (Harvey & Goudas, 2000; Wilhelm, 2002). Would such a strategy help proficient readers with a difficult reading assignment? Would thinking aloud have a positive impact on their ability to retell difficult text or answer questions about its content? The results of this study suggest that proficient middle school readers may not succeed equally in all high school texts, and thinking aloud is not equally facilitative to their success. (Contains 2 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A