Teaching Students to Think as They Read: Implications for Curriculum Reform. Reading Education Report No. 58.

Content Provider	Semantic Scholar
Author	Brown, Ann L.
Copyright Year	1985
Abstract	Higher order thinking skills and effective reading strategies can be taught, and should feature prominently in curriculum. In this paper, advances in instructional research are reviewed briefly and implications for curriculum design discussed. Strategies of critical reading and methods of teaching them to less able students are described. Essential features of successful instruction include not only informing students of the purpose of strategies and their appropriate occasions of use, but also providing settings where students can monitor and control their own learning. Instructional procedures that introduce strategies as they are needed, in the context of actually understanding texts, where the strategies are modelled over time, and where the student has control of strategy production, result in long lasing, significant improvements in reading comprehension and critical thinking skills. Expert scaffolding is the instructional philosophy underlying many successful forms of instruction, by computers as well as teachers; expert scaffolding involves the gradual transfer of strategic control from experts to novices in such a way th3t the novices can practice within their gradually expanding range of competence, taking charge of their own learning in the process. Comprehension Instruction
File Format	PDF HTM / HTML
Alternate Webpage(s)	https://files.eric.ed.gov/fulltext/ED273567.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article