Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning

Pressley, Michael; Wood, Eileen; Woloshyn, Vera; Martin, Vicki; King, Alison; Menke, Deborah

doi:10.1207/s15326985ep2701_7

Cited by 286 publications

(177 citation statements)

References 42 publications

Supporting

Mentioning

165

Contrasting

Unclassified

Order By: Relevance

“…questions. Why-questions encourage readers to orient to their prior knowledge as they read, to relate what they know already to what is being read (Pressley, Wood, Woloshyn, Martin, King, & Menke, 1992).…”

Section: Teaching Students To Relate Prior Knowledge While They Readmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

Self Cite

View full text Add to dashboard Cite

A few years ago, Pressley (1998) wrote a book about elementary-level literacy instruction, Reading Instruction That Works: The Case for Balanced Teaching. A main message in that book is that excellent elementary literacy instruction balances skills instruction (e.g., phonics, comprehension strategies teaching) and holistic literacy opportunities (reading of authentic literature, composing iil response to text). In making that case, Pressley reviewed substantial evidence validating the positive impacts on literacy achievement of many elements of elementary literacy instruction. He also reviewed evidence that beginning literacy classrooms in which achievement is high are typified by balanced teaching.The message was strong and clear that the two warring camps in elementary literacy were both wrong. The available evidence favors neither those promoting predominantly skills-focused literacy teaching nor those favoring environments filled with holistic experiences to the exclusion of skills instruction (e.g., whole language).The term "balance" has definitely caught on. As is often the case, however, many began to wrap themselves in the term without regard to whether their position was consistent with Pressley's (1998) intention in Reading Instruction That Works. Thus, in the past several years, many other books have used the phrase "balanced instruction" or some variation of this phrase. Some of these recent books suggest heavy doses of skills, with many pages devoted to conceptualizing, describing, and defending skills instruction while mentioning holistic opportunities only in passing. Others devote many pages to conceptualizing, describing, and defending holistic teaching, and recommend skills instruction as something that can be done in the context of holistic reading and writing and only when the need arises.We should have anticipated imbalanced conceptions of balanced teaching. Before Pressley wrote the book on balanced literacy instruction, he edited one with Ellen McIntyre (McIntyre & Pressley, 1996). That text offered a variety of conceptions of balance, from conceptions more heavily favoring skills teaching to those clearly in the whole language camp. That somewhat confusing mishmash of conceptions, in fact, motivated the emphasis in Pressley's subsequent book that balanced instruction really means a lot of skills instruction in the context of massive holistic teaching!

show abstract

Section: Teaching Students To Relate Prior Knowledge While They Readmentioning

confidence: 99%

Balanced Literacy Instruction

Pressley¹,

Roehrig²,

Bogner³

et al. 2017

focusXchild

Self Cite

View full text Add to dashboard Cite

show abstract

“…Could this shed light on the personalization effect that we analyzed earlier? This seems likely, knowing the crucial role played by "organization" in mnemonic phenomena (e.g., Bellezza, Cheesman, & Reddy, 1977;Craik, 1979;Pressley et al, 1992;Shing, Werkle-Bergner, Li, & Lindenberger, 2008). More specifically, organization (i.e., the encoding of relationships between list items) and elaboration (i.e., the encoding of individual characteristics) seem to play a crucial role in the increase of mnemonic efficiency when they are combined (e.g., Burns, Burns, & Hwang, 2011;Einstein & Hunt, 1980;Hunt & Einstein, 1981;Klein & Loftus, 1988).…”

Section: Explaining the Effect Of Personalizationmentioning

confidence: 99%

The effect of long-term working memory through personalization applied to free recall: Uncurbing the primacy-effect enthusiasm

et al. 2013

View full text Add to dashboard Cite

In this study, a personalization method (Guida, Tardieu, & Nicolas, European Journal of Cognitive Psychology, 21: 862-896 2009) was applied to a freerecall task. Fifteen pairs of words, composed of an object and a location, were presented to 93 participants, who had to mentally associate each pair and subsequently recall the objects. A 30-s delay was introduced on half of the trials, the presentation rate was manipulated (5 or 10 s per item), and verbal and visuospatial working memory tests were administered to test for their effects on the serial curve. Two groups were constituted: a personalized group, for whom the locations were well-known places on their university campus, and a nonpersonalized group, for whom the locations did not refer to known places. Since personalization putatively operationalizes long-term working memory (Ericsson & Kintsch, Psychological Review, 102: 211-245 1995)-namely, the capacity to store information reliably and rapidly in long-term memory-and if we take a dualstore approach to memory, the personalization advantage would be expected to be greater for pre-recency than for recency items. Overall, the results were compatible with long-term working memory theory. They contribute to validating the personalization method as a methodology to characterize the contribution of long-term memory storage to performance in working memory tasks.Keywords Working memory . Long-term working memory . Personalization . Free recall As has been stated by Rose, Myerson, Roediger, and Hale (2010), recent influential theories of working memory (WM) have been built around the link between long-term memory (LTM) and WM, postulating that WM is the activated portion of

show abstract

“…The absence of such an integrated framework of scaffoldings can cause students to mindlessly and superficially attempt to problem solve without consideration of whether that idea makes sense on its own or how it integrates with other ideas (Pressley, Wood, Martin, King, & Menke, 1992).…”

Section: Scaffoldingmentioning

confidence: 99%

Literature Review of GA Pilots Transition to Advanced Cockpit Technologies

Kolmos¹

2018

IJAAA

View full text Add to dashboard Cite

Encouraging Mindful Use of Prior Knowledge: Attempting to Construct Explanatory Answers Facilitates Learning

Cited by 286 publications

References 42 publications

Balanced Literacy Instruction

Balanced Literacy Instruction

The effect of long-term working memory through personalization applied to free recall: Uncurbing the primacy-effect enthusiasm

Literature Review of GA Pilots Transition to Advanced Cockpit Technologies

Contact Info

Product

Resources

About