Literaturnachweis - Detailanzeige
| Autor/in | Ruddell, Robert B. |
|---|---|
| Titel | Influencing Comprehension Development in Children. |
| Quelle | (1978), (22 Seiten) |
| Beigaben | Tabellen |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Tagungsbericht; Leitfaden; Unterricht; Lehrer; Cognitive Development; Comprehension; Concept Formation; Educational Theories; Elementary Education; Intellectual Development; Literature Reviews; Questioning Techniques; Reading Comprehension; Reading Instruction; Reading Processes; Reading Research; Reading Skills; Teaching Methods Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Kognitive Entwicklung; Verstehen; Verständnis; Concept learning; Begriffsbildung; Educational theory; Theory of education; Bildungstheorie; Elementarunterricht; Mental development; Geistige Entwicklung; Befragungstechnik; Fragetechnik; Leseverstehen; Leseunterricht; Leseprozess; Leseforschung; Reading skill; Lesefertigkeit; Teaching method; Lehrmethode; Unterrichtsmethode |
| Abstract | The literature of reading theory and research suggests a number of key factors involved in the comprehension process. In simplest terms, comprehension is the process by which an individual actively generates meaning from some linguistic input. Five factors of reading comprehension have been identified through research: vocabulary knowledge, the ability to derive meaning from context, inferencing ability, the ability to deal with the structure of the passage, and the understanding of literary devices. A review of recent research supports the importance of all five factors to the reading comprehension process and also suggests the importance of using preexisting knowledge schemata and involvement in comprehending and retaining prose interpretations. The five comprehension factors can be enhanced in the classroom through the appropriate use of questioning strategies. Questions should be carefully designed to create sufficient internal disequilibrium to result in high internal motivation for the child. If this can be accomplished, the net effect will be increased concept development and the formulation of new inferencing strategies. (GT) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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