Instructing Comprehension-Fostering Activities in Interactive Learning Situations

Ann Brown · Annemarie Sullivan Palincsar · Bonnie B. Armbruster

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Reading and Literacy Development Second Language Acquisition and Learning Visual and Cognitive Learning Processes

Abstract

“Pupils don’t learn to comprehend by osmosis ( Cushenbery, 1969 ).” As with any definite statement concerning the acquisition of reading skills, this could be a controversial position, but a main theme of this chapter is that, at least for a sizable number of children, the statement is true. It is also argued that children who need extensive instruction in comprehending written materials most, are least likely to receive it. The latter part of the chapter describes cognitive-skills training studies that have provided extensive practice in comprehension-fostering activities and have resulted in substantial improvements in students’ ability to learn from texts.

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References

2000Effective Schools and Accomplished Teachers: Lessons about Primary-Grade Reading Instruction in Low-Income Schools 2009Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches 2004Effective Reading Comprehension Instruction: Examining Child x Instruction Interactions.2000Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms 2009Comprehension Strategy Instruction in Core Reading Programs 1998Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes 1988Teaching and Practicing Thinking Skills to Promote Comprehension in the Context of Group Problem Solving

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1997Productive Discussion in Science: Gender Equity Through Electronic Discourse 2010PISA 2009 Assessment Framework 1989Reading and summarizing challenging texts in first and second languages 2016Close analysis of texts with structure (CATS): An intervention to teach reading comprehension to at-risk second graders.

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