Overcoming Learned Helplessness in At-Risk Readers.

Abstract

■ The current national emphasis on developing strategic readers who have a command of higher order thinking skills has American teachers rapidly retooling their traditional instructional techniques. Buzzwords such as scaffolding, zone of proximal development, and metacognition resound in faculty rooms and in teacher education programs. Students are changing, too. They are learning to question their own thought processes as they comprehend text and to refine their higher level thinking skills as they more adequately arm themselves to face the uncertain demands of the 21st century. Classrooms seem almost to reverberate with excitement as students engage in active dialogues about meaningful text.

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