Reading methodology textbooks: are they helping teachers teach comprehension?

Durkin, Dolores

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https://hdl.handle.net/2142/26528 Copy

Description

Title

Reading methodology textbooks: are they helping teachers teach comprehension?

Author(s)

Durkin, Dolores

Issue Date

1985-10

Keyword(s)

• comprehension instruction
• comprehension assessment

Abstract

The report describes the last In a series of three studies whose purpose is to learn what is done with comprehension instruction in three settings: classrooms, basal reader manuals, and reading methodology textbooks. To find out whether authors of the methods books treat comprehension instruction with sufficient frequency and specificity as to be helpful to both teachers and prospective teachers, eight textbooks were read. The eight, all with 1983 or 1984 copyright dates, included the best sellers on the assumption that they are likely to be the most influential. Findings were similar to what was reported for the prior studies of classrooms and basal manuals in the sense that specific descriptions of comprehension instruction were either scarce or totally missing. A second similar finding was confusion between comprehension instruction and comprehension assessment. Possible reasons for what was (and was not) found in the examined materials are cited.

Publisher

Champaign, Ill. : University of Illinois at Urbana-Champaign, Center for the Study of Reading.

Series/Report Name or Number

Reading education report ; no. 59

Type of Resource

text

Language

en

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http://hdl.handle.net/2142/26528

Copyright and License Information

Copyright 1985 Board of Trustees University of Illinois.

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