Thinking through Text Comprehension III: The Programing of Verbal and Investigative Repertoires

Autor/inn/en	Leon, Marta; Layng, T. V. Joe; Sota, Melinda
Titel	Thinking through Text Comprehension III: The Programing of Verbal and Investigative Repertoires
Quelle	In: Behavior Analyst Today, 12 (2011) 1, S.21-32 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-4352
Schlagwörter	Reading Comprehension; Models; Children; Decoding (Reading); Content Analysis; Vocabulary; Topography; Stimuli; Reinforcement; Behavior; Guidance; Evaluation; Comparative Analysis; Feedback (Response) + Suchen Sie Ihr Suchwort? Leseverstehen; Analogiemodell; Child; Kind; Kinder; Dekodierung; Inhaltsanalyse; Wortschatz; Topografie; Anreizsystem; Positive Verstärkung; Beratung; Evaluierung
Abstract	Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. The analytical and reasoning skills necessary to demonstrate reading comprehension can be systematically taught by analyzing the verbal and investigative repertoires involved and then arranging instructional contingencies designed to build and extend those repertoires. This paper describes the programing of such contingencies, drawing from the conceptual foundation outlined for reading comprehension (Layng, Sota, & Leon, 2011) and the analysis of the repertoires involved (Sota, Leon, & Layng, 2011). (Contains 15 figures.) (As Provided).
Anmerkungen	Joseph Cautilli, Ph.D. & The Behavior Analyst Online Organization. 535 Queen Street, Philadelphia, PA 19147-3220. Tel: 215-462-6737; Web site: http://www.baojournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10