Modifying Reading Instruction to Maximize Its Effectiveness for All Students. Technical Report No. 489 [electronic resource] / Georgia Earnest Garcia and P. David Pearson.
This report discusses how reading instruction should be modified to facilitate the development of comprehension strategies in all children (including those labeled as "at-risk" or "disadvantaged"). Current theoretical views of reading comprehension do not support a discrete skill...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Summary: | This report discusses how reading instruction should be modified to facilitate the development of comprehension strategies in all children (including those labeled as "at-risk" or "disadvantaged"). Current theoretical views of reading comprehension do not support a discrete skills perspective, but classroom research has documented the influence of basal reading programs on elementary reading instruction. Current views of reading suggest that readers are involved in a recursive search for meaning in which they deploy their own knowledge in concert with perceptions from the text and context to create a dynamic interpretation. In the search for an appropriate instructional model, four delivery models were reviewed: direct instruction, explicit instruction, cognitive apprenticeship, and whole language; none, however, were found capable of providing the appropriate delivery system for a comprehension focus. Based on this review, a consensus model of instruction, incorporating features of each model that are appropriate for designing instruction for low-achieving students, is delineated. It includes (1) teacher modeling, to let students in on the secrets; (2) task and text authenticity, to ensure purposefulness; (3) scaffolding, to cope with complexity; and (4) shared decision making, to develop self assessment. This approach to reading instruction requires teachers to move away from the "teacher-proof" model frequently offered in conventional programs to a model in which they make most decisions within their classrooms. (A list of 121 references is attached.) (Author/RS) |
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| Item Description: | ERIC Document Number: ED314723. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. Contract Number: OEG-0087-C1001. |
| Physical Description: | 23 p. |