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ERIC Number: EJ882912
Record Type: Journal
Publication Date: 2010-May
Pages: 5
Abstractor: As Provided
Reference Count: 8
ISBN: N/A
ISSN: ISSN-0034-0561
Caution! Hard Hat Area! Comprehension under Construction: Cementing a Foundation of Comprehension Strategy Usage that Carries over to Independent Practice
Marcell, Barclay; DeCleene, Joan; Juettner, Mary Rose
Reading Teacher, v63 n8 p687-691 May 2010
Since the National Reading Panel presented its 2000 report, systematic and explicit strategy instruction has been featured in the scope and sequence chart of basals, the lesson plans of guided reading groups, and the headlines of workshop brochures. Sticky note responses have become a classroom staple, and teacher read-alouds are now synonymous with think-alouds. Yet, is there a transference of skills as daily lessons move from teacher modeling to guided practice to application? During independent reading, are students as strategic as we had hoped they would be? This article advocates a less-is-more approach to strategy instruction. It is a call for an increase in the amount of student implementation and a decrease in the amount of teacher talk. Herein, a new face, or construction hat, is placed on a research-based methodology that deepens comprehension and encourages independent carryover: reciprocal teaching.
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 - Descriptive
Education Level: Elementary Education; Grade 4
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A