A Study of the Relationship between the Theoretical and Empirical Research of the Directed Reading-Thinking Activity and the Specific Comprehension Strategy.

Autor/in	Lederer, Debra Yuhas
Titel	A Study of the Relationship between the Theoretical and Empirical Research of the Directed Reading-Thinking Activity and the Specific Comprehension Strategy.
Quelle	(1977), (33 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Advance Organizers; Cognitive Development; Critical Reading; Critical Thinking; Directed Reading Activity; Educational Strategies; Elementary Secondary Education; Learning Processes; Learning Theories; Reading Comprehension; Reading Instruction; Reading Research; Research Needs; Student Centered Curriculum; Student Interests; Teacher Role; Teaching Methods + Suchen Sie Ihr Suchwort? Lernmaterial; Kognitive Entwicklung; Kritisches Lesen; Kritisches Denken; Lehrstrategie; Learning process; Lernprozess; Learning theory; Lerntheorie; Leseverstehen; Leseunterricht; Leseforschung; Forschungsbedarf; Studieninteresse; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Theoreticians and empiricists have stressed the importance of organization in the learning process and, therefore, the importance of instructional strategies that help develop a child's ability to organize information. Theoreticians have also stressed the importance of the student's active participation in the learning process. The Directed Reading Thinking Activity (DRTA) strategy differs from the traditional Directed Reading Activity in that it is student-centered, stressing critical reading and student interest more than right or wrong answers. This does not mean, however, that the teacher's role is unimportant. Little empirical research has been done to compare the two methods, but it seems that teachers ask more inferring, interpreting, and evaluating questions when using the DRTA strategy, which in turn generates more hypothesizing, predicting, and theorizing from their students. The Specific Comprehension Strategy (SCS) also has received much support from both reading and psychological fields. While stressing students' active involvement in the reading-thinking process, SCS also provides an external structure by which children can critically examine what they hear, see, read, and think. Research on SCS indicates that it may be a viable alternative for developing reading comprehension. (JL)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC