Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies

Pressley, Michael; El-Dinary, Pamela Beard; Gaskins, Irene W.; Schuder, Ted; Bergman, Janet L.; Almasi, Janice F.; Brown, Rachel

doi:10.1086/461705

Cited by 298 publications

(250 citation statements)

References 75 publications

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“…At the same time, reorganisation cannot take place without the use of analytic skills (Pressley et al, 1992), while successful inferential comprehension requires the use of cognitive skills by the reader (Plummer, 1988). Regarding the relationship between literal and inferential comprehension, it has long been proven that an interface exists between the two skills (Afflerbach, 2008;Pettit & Cockriel, 1974;Sanford, 2002).…”

Section: The Relationship Between the Different Levels Of Reading Commentioning

confidence: 99%

Compensatory Reading among ESL Learners: A Reading Strategy Heuristic

Ismail¹,

Petras

Mohamed

et al. 2015

ELT

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This paper aims to gain an insight to the relationship of two different concepts about reading comprehension, namely, the linear model of comprehension and the interactive compensatory theory. Drawing on both the above concepts, a heuristic was constructed about three different reading strategies determined by the specific ways the literal, reorganisation and inferential skills of comprehension interact. The concepts of apt and smart reading strategies were introduced, which refer to two possible ways of compensatory reading. Applying the reading strategy heuristic to the secondary analysis of a large reading assessment data from Malaysian secondary school 3567 ESL learners, compensatory reading was found to be used by a significant group of those students who struggle with poor reading skills. Furthermore, one of the compensatory strategies, namely, smart reading, was found to be positively correlated with the learners' motivation to read and their belief about own reading competence, the proportion of positive answers among smart readers being 3.5% and 3.9% higher than among the mainstream readers, respectively. The findings suggest that the language talent of apt and smart readers (18.2% of the current sample to be discovered and cultivated in the L2 classroom, especially among low-achiever learners who would most benefit from the recognition of compensation as a legitimate skill of reading comprehension.

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Section: The Relationship Between the Different Levels Of Reading Commentioning

confidence: 99%

Compensatory Reading among ESL Learners: A Reading Strategy Heuristic

Ismail¹,

Petras

Mohamed

et al. 2015

ELT

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“…The approach has been implemented successfully with both languageminority and English-speaking students from grades 6 to 10. With the help of teacher modeling, thinkaloud procedures have been implemented with children even in grade 1 (Brown & El-Dinary, 1994;Pressley, El-Dinary, Gaskins, Schuder, Bergman, Almasi, & Brown, 1992).…”

Section: Imagerymentioning

confidence: 99%

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

Anderson¹,

Roit²

1996

The Elementary School Journal

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Despite suggestions from research to the contrary, developing oral-language proficiency in languageminority students often takes precedence over reading comprehension. This report explores the use of reading comprehension instruction as a gateway for developing oral language in language-minority students. Based on classroom observations, analyses of videotapes of literacy teaching sessions, conversations with teachers and administrators, and analyses of demonstration lessons, six prevalent instructional issues, defined as competencies, were identified that could be developed in students to increase both reading comprehension and language development. These include the ability to use the English language with flexibility, to use less-imageable basic vocabulary, to consider larger contexts, to determine importance and unimportance of aspects of text, to elaborate responses, and to engage in natural conversations. A discussion of these competenicies is followed by a set of suggestions for teaching them that draw upon the primary language, cognitive strengths, and social skills of languageminority students. Although these teaching suggestions focus on the development of reading comprehension, they also provide natural opportunities for students to increase their understanding and use of English. Suggested teaching activities include: shared reading; vocabulary networking; expanding contexts; predicting; encouraging the use of imagery; teaching about text structures; questioning, identifying problems, and sharing strategies; text explaining; arranging for conversational opportunities; and using culturally familiar informational texts. Recommendations for implementing these instructional activities by grade level are included.Anderson & Roit Linking Reading Comprehension Instruction -2

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“…For example, Pressley, El-Dinary, Gaskins, Schuder, Bergman, Almasi, and Brown (1992) concluded that strategies are best acquired when classroom teaching promotes strategies, metacognition, knowledge, and motivation-that is, a number of information processing components in interaction. The focus on interactions between strategies, metacognition, other knowledge, and motivation to understand student cognition has been supported generally in research.…”

Section: Studying As An Interactive Processmentioning

confidence: 99%

The Study Strategies of Successful and Unsuccessful High School Students

Loranger

1994

Journal of Reading Behavior

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I examined the study strategies of successful and unsuccessful learners to determine if successful learners would differ in the quality of their information processing from unsuccessful learners. It was expected that good learners would use studying techniques requiring greater cognitive effort, such as notetaking, summarizing, and outlining. Three high school students in Grade 11 were studied as successful students; three unsuccessful students were studied as well. Each of the six participants was interviewed individually for a single, 1-hour session. During the session, students read and studied an article. A videotaped interview with the researcher followed reading and studying. The successful students were more active, purposeful, and flexible in their strategy use. Although the unsuccessful students were generally less efficient in their use of learning strategies, they were satisfied with their academic performance. That is, the unsuccessful students perceived themselves as successful learners, lacking self-knowledge of their inefficient strategy use.Since a great deal of an adolescent's school life is devoted to studying texts, I am concerned as an educator about how students use strategies as they read and study. There has been a long history of interest in how students study and the strategies they use, such as notetaking, underlining, outlining, summarizing, question-generating, and so on. (Anderson & Armbruster, 1984;Baker & Brown, 1984;Brown & Day, 1983;Devine, 1987;Loranger, 1988;Pressley, Goodchild, Fleet, Zajchowski, & Evans, 1989). Study strategies, specific processes which students may use alone or in combination to learn content of the curriculum (Graham & Robinson, 1987), have been identified by groups such as the College Board as key 347 348Journal of Reading Behavior in learning how to learn (Marshak, 1979). A Nation at Risk: The Imperative for Educational Reform (1983), also identified study strategies as essential throughout a student's school career, beginning in the early grades and continuing through high school.Although in the past learners were seen as passive participants in the act of learning (Durkin, 1978(Durkin, -1979Norman, 1980), effective learners are now seen as active information processors and synthesizers who use strategies to fit their needs and goals (Weinstein, Butterfield, Schmidt, & Poythress, 1982). Consistent with this current emphasis on process, the "how to" of learning, good teaching should include not only teaching students how to learn, but also teaching them how to remember, how to think, and how to motivate themselves (Weinstein & Mayer, 1985). Studying as an Interactive ProcessStudying is defined as a special form of reading. The way that studying differs from "ordinary reading" is that studying requires attentive, thoughtful examination of a subject or a problem. The learner is expected to perform a cognitive or procedural task in order to gain knowledge or skill. If a learner is to be successful at a task, he/she must be aware of the demands o...

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Beyond Direct Explanation: Transactional Instruction of Reading Comprehension Strategies

Cited by 298 publications

References 75 publications

Compensatory Reading among ESL Learners: A Reading Strategy Heuristic

Compensatory Reading among ESL Learners: A Reading Strategy Heuristic

Linking Reading Comprehension Instruction to Language Development for Language-Minority Students

The Study Strategies of Successful and Unsuccessful High School Students

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