This session features a research study that explores a structured approach to comprehension instruction designed to foster the transfer of comprehension strategies and text structure knowledge from direct instruction to independent. Our approach is compared to guided reading that relies on teacher judgment. Our results suggest that when transfer is planned and when motivation is heightened by reading engaging texts and developing self-efficacy, comprehension grows along with the desire to read for intrinsic reasons.
Peter Dewitz and Sarah Collinge have no relevant financial or nonfinancial relationships to disclose.
Professor Mary Baldwin University. Research Fellow Harvard Graduate School of Education 2016 0 2018. Author Teaching Reading in the 21st Century. Editorial Board Member Reading Researcher Quarterly. Author of four other books on reading and numerous artic,
Mary Baldwin University