Comprehension instruction: a cautionary tale
Norby, Janet; Shreeve, William; Goetter, William; Stueckle, Arnie; Midgley, Keith; Demichele, Barbara; Norby, Janet; Eastern Washington University; Shreeve, William; Eastern Washington University; Goetter, William; Eastern Washington University; Stueckle, Arnie; Eastern Washington University; Midgley, Keith; Eastern Washington University; Demichele, Barbara; Eastern Washington University
Журнал:
Early Child Development and Care
Дата:
1989
Аннотация:
Powerful new ideas about the teaching of reading are sweeping through the ranks of professional reading specialists, elementary reading teachers and teacher educators. Are classroom teachers prepared to assume new roles crucial to the implementation of these ideas? For the past three years, the Eastern Washington University Department of Education has conducted research which casts cautious doubt, not on teachers’ capabilities, but on teachers’ preparation in the vita! area of reading comprehension: instruction. The results of this research indicate that few practicing teachers can discriminate comprehension: instruction from other activities related to the teaching of reading comprehension. This article details research methods, findings and implications.
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