Instructional Approaches to Reading Comprehension

Paris, Scott G.; Wixson, Karen K.; Palincsar, Annemarie Sullivan

doi:10.2307/1167220

Cited by 29 publications

(23 citation statements)

References 80 publications

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“…In reading, for example, training approaches have helped readers become more aware of the strategies they use so that they can develop greater selfcontrol while reading (Brown, Campione & Day, 1981;Haller, Child & Walberg, 1988;Paris, Wixson & Palinscar, 1986;Weinstein & Mayer, 1986). Strategy training has included: (a) skills training in using specific strategies, (b) training about the significance of those strategies and their usefulness, and (c) selfregulating the use of strategies (Baker & Brown, 1984;Brown, Campione & Day, 1981).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading

Padrón

1992

Bilingual Research Journal

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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. Research identifying cognitive reading strategies used by second language learners has revealed a variety of strategies that students use to comprehend text. The identification of cognitive reading strategies has contributed to the development of instructional programs which teach students to use these strategies.The present study investigated the extent to which two instructional approaches (i.e., Question-Answer Relationships and Reciprocal Teaching) enhance Hispanic bilingual students use of cognitive reading strategies. The results indicated differences in the use of cognitive reading strategies by grade and treatment group.

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Section: Introductionmentioning

confidence: 99%

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading

Padrón

1992

Bilingual Research Journal

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“…Scott Paris, however, refocused attention on differences between reading comprehension skills and the will to read (cf. Paris and Lindauer, 1976;Paris et al, 1977Paris et al, , 1984Paris et al, , 1986Paris and Cross, 1983;Paris, 1998). Early collaborations began between me and Barbara Lindauer who worked for/with me at McDonnell Douglas and the University of Denver and these soon led to collaborations with Scott Paris and Claire Ellen Weinstein around the need for learning strategies that combined will, skill, and strategic thinking (e.g., Weinstein, 1978, McCombs, 1982a,b, 1988Marzano, 1989, 1990;Zimmerman, 1989Zimmerman, , 1990Zimmerman, , 2000Zimmerman, , 2001Paris et al, 1991;Weinstein and McCombs, 1998).…”

Section: Connecting Cognitive and Metacognitive Strategies In The 198mentioning

confidence: 99%

“…Some learning strategies researchers were concerned more specifically with memory and reading comprehension (e.g., Rothkopf, 1970;Anderson and Biddle, 1975;Paris and Lindauer, 1976;Pressley, 1976Pressley, , 1977Paris et al, 1977Paris et al, , 1986Brown, 1978Brown, , 1990Brown, , 1992Palinscar and Brown, 1986;Nolan, 1991). Bloom (1980Bloom ( , 1985 later built on some of these ideas in creating his own taxonomy of learning strategies and approaches for children of different ages and stages of development.…”

Section: Looking At the Skill Componentmentioning

confidence: 99%

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

McCombs

2017

Front. Educ.

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This selective historical review summarizes research on learning strategies conducted in the past 50 years and summarizes how the field has evolved. Two goals guide the review: (1) update the literature on the origins of the learning strategies research "movement" and (2) highlight in the supplement the work of one of the early contributors, Claire Ellen Weinstein, whose pioneering work endures up to now. This review fills the gap of other recent reviews by including research on learning strategies began in the 1960s and 1970s that received significant funding from military sources but remained largely hidden in technical reports and hard to find academic documents. The outcomes of this review reveal that the field is thriving, with two major unifying themes. First, there is a focus on metacognition and second, there is a focus on the whole learner and interventions that address cognitive, metacognitive, affective, physical, cultural, and social needs. The research of Dr. Weinstein (who passed June 23, 2016) has framed past and current learning strategies research agendas and includes her development, validation, and implementation of the Learning and Study Strategies Inventory in traditional and online learning contexts. This review and Supplementary Material section's personal stories include many of the early learning strategies research findings, definitions, and interventions that remain in use across the nation and world today. Future research issues and areas needing more focused attention in the years ahead given our increasing complex, digital, and diverse world are summarized in final sections of this review. My purpose in this review is to update the literature on the origins of the learning strategies research "movement. " Reviews over the past 50 years have missed many of the research contributions up to now of those who were part of the military-funded efforts during the late 1960s and early 1970s to enhance training effectiveness and efficiency in traditional and computer-assisted training contexts.Much of this early research ended up in technical reports and products not easily accessible in academic databases such as ERIC. This review is meant to update the field of learning strategies research and show how it has evolved into the many specialties we see today.A secondary purpose is to highlight, in the Supplementary Material, the work of one of these early contributors, Dr. Claire Ellen Weinstein, whose personal and professional friendship endured through our graduate student years until she passed suddenly on June 23, 2016. Readers are asked to understand that the dedicated homage in the Supplementary Material section to Dr. Weinstein is selective given it is a product of my own recollections and potential biases.On the whole, my hope is that it will inspire current and upcoming researchers interested in helping all students succeed as they search for theoretically and empirically grounded educational paradigms that address how students learn needed skills and characteristics in twenty-first c...

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“…Other research has verified that independent learning is enhanced when students generate and use their own strategies and self-questions rather than respond solely to teachers' questions and directions (Hartman, 1994;Palincsar & Brown, 1984;Paris, Wixson, & Palincsar, 1986). When developmental college readers were encouraged to create their own questions to identify and integrate the important concepts in a college psychology text, and were trained to differentiate between "knowledge" questions and "analytic" questions, they learned for the Downloaded by [Simon Fraser University] at 02:50 06 June 2016 first time the difference between cramming facts and understanding meaning (Aldridge, 1989).…”

Section: Metacognition In Readingmentioning

confidence: 99%

Teaching Reading from A Metacognitive Perspective: Theory and Classroom Experiences

Gourgey¹

1999

Journal of College Reading and Learning

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Instructional Approaches to Reading Comprehension

Cited by 29 publications

References 80 publications

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading

The Effect of Strategy Instruction on Bilingual Students' Cognitive Strategy Use in Reading

Historical Review of Learning Strategies Research: Strategies for the Whole Learner—A Tribute to Claire Ellen Weinstein and Early Researchers of This Topic

Teaching Reading from A Metacognitive Perspective: Theory and Classroom Experiences

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