Instructing Comprehension-Fostering Activities in Interactive Learning Situations

  title={Instructing Comprehension-Fostering Activities in Interactive Learning Situations},
  author={Ann L. Brown and Annemarie S. Palincsar and Bonnie B. Armbruster},
Introduction “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 piece 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 piece describes cognitive-skills… 

Figures and Tables from this paper

Reciprocal teaching: investigation of its effectiveness as a method of whole class reading comprehension instruction at Key stage two
Reciprocal Teaching (RT) is a metacognitive training programme that was found to improve reading comprehension during the 1980s (Palincsar and Brown, 1984). Four strategies: predicting, clarifying,
Pedagogical Agents for Fostering Question-Asking Skills in Children
A pedagogical agent is developed that encourages children to ask divergent-thinking questions, a more complex form of questions that is associated with curiosity, suggesting that question-asking interventions must be personalized to each student based on their tendency to be curious.
Fourth Graders' Cognitive Processes and Learning Strategies for Reading Illustrated Biology Texts: Eye Movement Measurements
Previous research suggests that multiple representations can improve science reading comprehension. This facilitation effect is premised on the observation that readers can efficiently integrate
Evaluating The Efficacy Of Active Reading Software In Enhancing EFL Learners’ Reading Comprehension Skills
Reading ability of the learners plays a pivotal role in their academic success. Reading without comprehension affects learners’ learning outcomes. However, the development of learners’ reading
An intervention to improve comprehension of cause/effect through expository text structure instruction.
This study evaluated the effectiveness of an intervention for second graders at risk for academic failure, which taught reading comprehension embedded in social studies content. The intervention
Reciprocal Teaching as a Reading-Comprehension Strategy Among First-Year Industrial Technology Education Majors at the University of Technology, Jamaica
There is a perception among faculty at the University of Technology, Jamaica (UTech) that Industrial Technology students in the Faculty of Education and Liberal Studies (FELS-IT) have difficulty
Close Analysis of Texts With Structure (cats): An Intervention to Teach Reading Comprehension to At-risk Second Graders
We developed and evaluated an intervention that teaches reading comprehension via expository text structure training to second graders in urban public schools at risk for academic failure. Fifty
Effects of online reading strategies and learning styles on reading comprehension of Malaysian tertiary ESL learners
Many Malaysian learners struggle at the tertiary level due to poor reading skills (Majid, Jelas, & Azman, 2006; Ramaiah, 1997; Ellis, 1996 and Ramaiah & Nambiar, 1993). While it is hard to address
Reading Instruction For Students With Intellectual Disabilities
Students with intellectual disabilities can learn to read. There are three basic approaches to reading instruction with this population: (a) a sight word approach, (b) a phonics or skills-based
Inference in Comprehension of Social Sciences in Expository Texts
Training as a series of knowledge and strategies (inferences) that previous studies have shown that are fundamental to the development of reading comprehension can improve this skill on a group of students from First course of Secondary Education within the classroom and Social Sciences through the use of expository texts extracted from its own book of the subject.


Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches
A BSTRA C T Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two-year
The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading
Abstract There has been a great deal of emphasis on the teaching of thinking skills. For many second language learners, however, instruction in the use of cognitive strategy is almost nonexistent.
Reading for Meaning: The Efficacy of Reciprocal Teaching in Fostering Reading Comprehension in High School Students in Remedial Reading Classes
The purpose of this study was to investigate the effects of strategy instruction on reading comprehension. The main objective of strategy instruction is to foster comprehension monitoring. The study
Reciprocal Teaching of Social Studies in Inclusive Elementary Classrooms
Results indicated that all students improved their performance on comprehension measures compared with students in the control groups, and students with learning disabilities significantly improved their ability to compose summaries compared to the control students.
Comprehension Strategy Instruction in Core Reading Programs
AbstractCore reading programs provide the curriculum and guide the instruction for many classroom teachers. The purpose of this study was to conduct a curriculum analysis of comprehension instruction
This study examined the effect of 3rd-grade language arts instruction on growth in children's reading comprehension skills and the degree to which the impact of instruction depended on the language
Reciprocal teaching of reading comprehension in a New Zealand high school
This paper presents an experimental evaluation of a trial implementation of reciprocal teaching procedures by high school teachers to address reading comprehension deficits in a group of their
The Role of Dialogue in Providing Scaffolded Instruction
The acquisition and refinement of cognitive strategies are described as a collaborative effort between teachers and students that is facilitated by scaffolded instruction. Although dialogue does not
Comparison of Reading Intervention Approaches for Students with Mild Disabilities
This study reports afield test of six research-based teaching strategies with 37 special education resource teachers and 176 students with mild disabilities. The approaches included peer tutoring,