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Get a "GRIP" on Comprehension.
| Content Provider | Semantic Scholar |
|---|---|
| Author | Reutzel, D. Ray Hollingsworth, Paul M. |
| Copyright Year | 1988 |
| Abstract | Durkin’s research (1978-79) has indicated that much more time is spent testing reading comprehension than teaching it. Consequently, all reading comprehension skills need to be taught by the teacher to the students in the classroom. Since making inferences is a necessary comprehension skill when reading across the curriculum (Gordon, 1985), it also must be taught. However, many children find it difficult to make inferences because they are required not only to derive a conclusion from the facts or premises found in their reading materials, but in many cases, they must go beyond the text to their own knowledge and experiences for information. Thus, prior knowledge which student bring to the text, as well as their sensitivity to the text information, are essential aspects of inferential comprehension. GET A GRIP ON COMPREHENSION ........ PAUL M. HOLLINGSWORTH and D. RA Y REUTZEL Brigham Young University, Provo, Utah "Today children, we are going to learn how to make inferences to help us better comprehend what we read. Get out your reading workbook and turn to page 54. Read the directions carefully and answer each question on page 54," intones the fourth grade teacher to pupi Is. How often have you made an assignment like this? Durkin's research (197879) has indicated that much more time is spent testing reading comprehension than teaching it. Consequently, all readi ng comprehension ski lis need to be taught by the teacher to the students in the classroom. Since making inferences is a necessary comprehension skill when reading across the curriculum (Gordon, 1985), it also must be taught. However, many chi Idren find it difficult to make inferences because they are required not only to derive a conclusion from the facts or premises found in their reading materials, but in many cases, they must go beyond the text to thei r own knowledge and experiences for information. Thus, prior k now led g e w h i c h st u den t s b r i n g tot h e t ext, as well as thei r sensitivity to the text information, are essenti al aspects of inferential comprehension. |
| Starting Page | 71 |
| Ending Page | 77 |
| Page Count | 7 |
| File Format | PDF HTM / HTML |
| Volume Number | 29 |
| Alternate Webpage(s) | https://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1697&context=reading_horizons&httpsredir=1&referer= |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
