A Proposed Method for Learning from Textbooks in the Primary Grades
Use of Text Structure to Guide Self-Questioning
Bibliographic Data
| ID | 13655834 |
|---|---|
| Authors | Ronald C Feldt (Mount Mercy College, corresponding author), Rebecca A Feldt (Cedar Rapids Community Schools) |
| Year | 2001 |
| Volume | 88 |
| Issue | 3 |
| Pages | 645-650 |
| Publication date | 2001-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Reports (JOURNAL) |
| Journal identifiers | ISSN: 0033-2941 • E-ISSN: 1558-691X |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.2466/pr0.2001.88.3.645 |
| PMID | 11507997 |
| OpenAlex | W1982981098 |
| Language | EN |
| References cited | 13 |
A questioning strategy is proposed for teaching primary-level children about text organization or structure, such as cause-effect, comparison-contrast, and problem-solution. Once students can reliably identify different types of organization, they are taught to ask questions appropriate to each type to guide their learning. A cognitive-strategy instruction model is used as the vehicle for teaching children through modeling by a teacher, interactive discussion, and practice with corrective feedback. In addition, students are taught how to monitor the process, so responsibility is transferred from teacher to student. Some questions demand searching for answers in the text. Others are more complex, demanding integration of textual elements and use of personal knowledge for answering questions
Ask price · Cognition · Contrast (vision · Mathematics education · Pedagogy · Primary (astronomy · Primary education · Process (computing · Advanced Text Analysis Techniques · Artificial Intelligence · Computer Science · Education Methods and Practices · Educational Assessment and Pedagogy · Innovative Teaching and Learning Methods · Psychology · Reading and Literacy Development · Teaching and Learning Programming
The instruction of reading comprehension
Becoming a strategic reader
Moving From the Old to the New
Explaining the variance in reading ability in terms of psychological processes
Heightening Fourth-Grade Students' Sensitivity to Sources of Information for Answering Comprehension Questions
The Development and Evaluation of a Self-Questioning Study Technique
Guiding Knowledge Construction in the Classroom
| Citation velocity | historical |
|---|---|
| Highly cited | No |