Modifying Reading Instruction to Maximize Its Effectiveness for All Students. Technical Report No. 489.
Year: 1990
Type: article
Abstract: This report discusses how reading instruction should be modified to facilitate the development of comprehension strategies in all children.With a focus on low-achieving students, the current instructional situation is reviewed.Then, the theoretical rationale for a comprehension focus is presented.The content of a comprehension-based curriculum is defined, and suggestions for teacher implementation are given.In the search for an appropriate instructional model, four delivery models are reviewed: direct instruction, explicit instruction, cognitive apprenticeship, and whole language.Based on this review, a new instructional model is delineated.This model aims for student control and includes teacher modeling (to let students in on the secrets), task and text authenticity (to ensure purposefulness), scaffolding (to cope with complexity), and shared decision making (to develop selfassessment).Throughout the discussion, issues are identified that are relevant to the reading performance of children who frequently have been labeled "at-risk" or "disadvantaged."
Authors: Georgia Earnest García, P. David Pearson
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1484498926