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AutorAlfassi, Miriam
TitelReading to Learn: Effects of Combined Strategy Instruction on High School Students
QuelleIn: Journal of Educational Research, 97 (2004) 4, S.171 (14 Seiten)    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; Zeitschriftenaufsatz
ISSN0022-0671
SchlagwörterHigh Schools; Knowledge Level; Cognitive Processes; Reading Comprehension; Reading Strategies; High School Students
AbstractThe author reported results of 2 sequential and interrelated studies that examined the efficacy of combining 2 models of reading strategy instruction -- reciprocal teaching and direct explanation. The studies were implemented in a high school in the Midwest. The literature documents that even mainstream high school students have serious deficits in higher order cognitive skills necessary for comprehension. Yet, few studies focus on secondary students, and almost none relate to high school students identified as proficient learners. The reported studies were designed to determine the effectiveness of combined strategy instruction incorporated into the school curricula in promoting strategic reading while fostering students' ability to perform reading comprehension tasks that require high levels of knowledge construction. Findings in this article suggest that combined strategy instruction may be beneficial in providing students with tools that will enable them to apply higher order cognitive processes while they learn from text. (Author).
AnmerkungenHeldref Publications, Helen Dwight Reid Educational Foundation, 1319 Eighteenth Street, NW, Washington, DC 20036-1802. Web site: http://www.heldref.org
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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