Thinking through Text Comprehension II: Analysis of Verbal and Investigative Repertoires

Autor/inn/en	Sota, Melinda; Leon, Marta; Layng, T. V. Joe
Titel	Thinking through Text Comprehension II: Analysis of Verbal and Investigative Repertoires
Quelle	In: Behavior Analyst Today, 12 (2011) 1, S.12-20 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-4352
Schlagwörter	Reading Comprehension; Content Analysis; Vocabulary; Topography; Stimuli; Reinforcement; Behavior + Suchen Sie Ihr Suchwort? Leseverstehen; Inhaltsanalyse; Wortschatz; Topografie; Anreizsystem; Positive Verstärkung
Abstract	Reading comprehension can be considered a complex human performance involving two integrated repertoires: a verbal repertoire and an investigative (generative) repertoire. This paper describes an analysis of these repertoires in terms which can ultimately inform the design of programs to teach them, using the analysis and design of Headsprout[R] Reading Comprehension as an example. Although this paper has focused almost exclusively on analysis of content, it should be clear that analysis of learners' entering repertoires is also essential to programing instruction. Instruction must start from where the learner is (the learner's current repertoire) and bring that learner to where he or she needs to be (the goal of the program). (Contains 3 figures, 3 tables and 2 footnotes.) (ERIC).
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