Moving From the Old to the New: Research on Reading Comprehension Instruction

Dole, Janice A.; Duffy, Gerald G.; Roehler, Laura R.; Pearson, P. David

doi:10.3102/00346543061002239

Cited by 461 publications

(171 citation statements)

References 77 publications

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“…A significant amount of research conducted on effective reading comprehension strategies has focused on the cognitive operations readers employ when reading to construct meaning in transactions with texts (Dole, Duffy, Roehler, & Pearson, 1991;Pearson & Fielding, 1991;Pressley, 2000;Pressley, Block, & Gambrell, 2002). This research has provided educators with a list of comprehension strategies that proficient readers have identified as ones they use to comprehend texts.…”

Section: Review Of Research On Reading Strategy Instructionmentioning

confidence: 99%

Developing Students' Interpretive Repertoires

Serafini

2015

L & L

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Literacy educators need to develop children's repertoire of reading strategies beyond the decoding of written language to address the visual images and graphic design features found in contemporary picturebooks if they are to become successful readers. The qualitative case study reported here was designed to investigate the instructional approaches used to support the development of intermediate grade students' interpretive strategies for comprehending the visual and design features of multimodal texts. By focusing on the classroom teacher's instructional moves and students' responses, this study asserts there were several paths to interpretation that supported students' comprehension of these texts.Multimodal texts or ensembles, in particular contemporary and postmodern picturebooks, present challenges to readers as they work across the multiple meaning systems inherent in these texts to construct meaning (Jewitt, 2006;Serafini, 2014). As Siegel (2006) notes, "language arts education can no longer ignore the way that our social, cultural, and economic worlds now require facility with texts and practices involving the full range of representational modes" (p. 65). Research on how to support students' development of a range of interpretive strategies to approach and interpret the visual images and graphic design elements in multimodal ensembles is essential as the texts students encounter grow more complex.This paper focuses on a research study designed to investigate how a particular classroom teacher supported the development of students' interpretive strategies for responding to the multimodal aspects of selected contemporary and postmodern picturebooks (Sipe & Pantaleo, 2008), in particular the work of award winning children's author-illustrator Anthony Browne. Postmodern picturebooks often contain non-linear plots, polyphonic narrators, intertextual references, a blending of genres, and indeterminacies (McCallum, 1996). Goldstone (2004) suggests postmodern picturebooks be viewed as a new genre, one that contains a sense of irony, contradictions in the relationship between text and image, and the uncovering of the artistic process of book making. These features of postmodern picturebooks requires the reader to approach these texts in new ways, paying close attention to the ways that authors and illustrators play with the traditional picturebook elements, format, and design.

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Section: Review Of Research On Reading Strategy Instructionmentioning

confidence: 99%

Developing Students' Interpretive Repertoires

Serafini

2015

L & L

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“…Determining importance has been identified as a crucial reading strategy (Dole, Duffy, Roehler, & Pearson, 1991). Language-minority students are surrounded by a conglomeration of information just waiting to be learned.…”

Section: Determining Important and Unimportant Aspects Of Textmentioning

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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“…Strategies included using prior knowledge (Anderson & Pearson, 1984), searching for information (Guthrie et al, 1993), comprehending informational text (Dole et al, 1991), interpreting literary text (Graesser et al, 1991), and self-monitoring (Baker & Brown, 1984). After appraising students' knowledge of these strategies, teachers provided modeling, small-group discussion, peer modeling, whole-class discussion, and individual self-evaluation depending on the amount of explicitness that students required.…”

Section: Strategy Instructionmentioning

confidence: 99%

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

Guthrie

Meter²,

Hancock

et al. 1998

Journal of Educational Psychology

103

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The authors define reading engagement as the mutual support of motivations, strategies, and conceptual knowledge during reading. To increase reading engagement, a collaborative team designed a year-long integration of reading/language arts and science instruction (Concept-Oriented Reading Instruction, CORI). The authors compared students who received this instruction to similar students who received traditionally organized instruction aimed toward the same objectives. A path analysis showed that CORI had a positive effect on strategy use and text comprehension for students at Grades 3 and 5 when accounting for past achievement and prior knowledge. CORI also had a positive, indirect effect on conceptual knowledge mediated by strategy use, and this instruction facilitated conceptual transfer indirectly through several paths simultaneously. The findings are discussed in relation to a growing literature on instructional contexts for motivated strategy use and conceptual learning from text. The term engagement in reading refers to the motivated use of strategies and conceptual knowledge during reading. These processes operate dynamically, increasing over time. The engaged reader is in a continual process of activating and extending his or her conceptual understanding. As the individual reads, he or she acquires core knowledge that lies at the heart of the domain (Alexander, Schallert, & Hare, 1991; Chi, DeLeeuw, Chiu, & Lavancher, 1994). For example, conceptual knowledge of a topic such as adaptation includes information about species, habitats, life cycles, and evolutionary change. Particular propositions about a species and its habitat are related to each other, and broad principles form a network of understanding (Alexander, Jetton, & Kulikowich, 1996; Chi et al., 1994). From our perspective, conceptual transfer occurs when the student uses conceptual knowledge to address a new question or to solve a problem. Engaged readers use and regulate strategies to enhance their conceptual understanding. Using prior knowledge (Anderson & Pearson, 1984), and posing questions as they explore their environment, engaged readers are involved in a process of searching (Singer & Donlan, 1982). They read multiple texts, examine a variety of documents, and extract critical details (Guthrie, Weber, & Kimmerly, 1993). As engaged readers succeed in searching, they use strategies for integrating information (Dole, Duffy, Roehler, & Pearson, 1991) from expository and narrative texts (Graesser, Gold

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Moving From the Old to the New: Research on Reading Comprehension Instruction

Cited by 461 publications

References 77 publications

Developing Students' Interpretive Repertoires

Developing Students' Interpretive Repertoires

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

Does concept-oriented reading instruction increase strategy use and conceptual learning from text?

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