Matching Instructional Strategies to Facets of Comprehension

Autor/in	McMahon, Susan I.
Titel	Matching Instructional Strategies to Facets of Comprehension
Quelle	In: Voices from the Middle, 15 (2008) 4, S.9-15 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1074-4762
Schlagwörter	Stellungnahme; Comprehension; Middle School Students; Recall (Psychology); Learning Strategies; Interpretive Skills; Critical Thinking; Grade 6; Nonfiction; Questioning Techniques; Student Journals; Teaching Methods + Suchen Sie Ihr Suchwort? Verstehen; Verständnis; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Abberufung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interpretationsmethode; Kritisches Denken; School year 06; 6. Schuljahr; Schuljahr 06; Non-fiction; Nichtfiktionaler Text; Befragungstechnik; Fragetechnik; Studentenzeitung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The authors adopt the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to insure transfer or ownership. Further, such instruction often emphasizes only literal recall, limiting students' understanding. Therefore, the author argues that teachers should consider the complexity of comprehension to identify key strategies that support learners' understanding of multiple texts. Through the identification of three different "facets" of comprehension, the author provides examples of common strategies used in a sixth-grade classroom that support multiple ways of understanding a nonfiction text. (Contains 1 figure.) (Author).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10