Research on teaching reading comprehension - IDEALS

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UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

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University of Illinois at Urbana-Champaign Library Large-scale Digitization Project, 2007.

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Technical Report No. 187

RESEARCH ON TEACHING READING COMPREHENSION

Robert J. Tierney University of Illinois at Urbana-Champaign

James W. Cunningham University of North Carolina--Chapel Hill

November 1980

Center for the Study of Reading

The National Institute of Education

U.S. Department of Health. Education and Welfare

Washington. D.C. 2020H

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UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN

51 Gerty Drive Champaign, Illinois 61820

BOLT BERANEK AND NEWMAN INC. 50 Moulton Street

Cambridge, Massachusetts 02138

CENTER FOR THE STUDY OF READING

Technical Report No. 187 RESEARCH ON TEACHING READING COMPREHENSION

Robert J. Tierney University of Illinois at Urbana-Champaign

James W. Cunningham University of North Carolina--Chapel Hill

November 1980

University of Illinois at Urbana-Champaign

51 Gerty Drive Champaign, Illinois 61820

Bolt Beranek and Newman Inc. 50 Moulton Street Cambridge, Massachusetts 02138

To appear as a chapter in P. D. Pearson (Ed.), Handbook on Research in Reading, Longman, in press.

The research reported herein was supported in part by the National Institute of Education under Contract No. HEW-NIE-C-400-76-0116. We would like to acknowledge and thank Richard C. Anderson, Mark Aulls, Anna Marie Brophy, Jerome Harste, David Moore, David Pearson, John Readence, Joseph Vaughan, Jill Whaley, Cathy Wilson, and especially Jill LaZansky for their assistance in the development of this paper.

EDITORIAL BOARD

Peter Johnston, Chairperson

Roberta Ferrara

Jim Mosenthal

Scott Fertig

Ann Myers

Nicholas Hastings

Andee Rubin

Asghar Iran-Nejad

William Tirre

Jill LaZansky

Paul Wilson

Peter Winograd

Michael Nivens, Editorial Assistant

Research on Teaching Reading Comprehension

I. [INTRODUCTION] . . . . . . . . . . . . . . . . . . . . . . . . . 1

II. INCREASING LEARNING FROM TEXT/PROSE . . . . . . . . . . . . . . 2

A. Prereading Activities . . . . . . . . . . . . . . . . . . . 3

1. The Role of Background Knowledge . . . . . . . . . . . . 3 2. Building Background Knowledge Prior to Reading . . . . . 6

a. Preteaching vocabulary . . . . . . . . . . . . . . . 6 b. Analogy . . . . . . . . . . . .. . . . . . . . . . . 8

3. Activating Background Knowledge and AttentionFocusing . . . . . . . . . . . . . . . . . . . . . . . . . 10

a. Advance organizers . . . . . . . . . . . . . . . .. . 11 b. Objectives . . . . . . . . . . . . . . . . . . . . . 15 c. Pretests and prequestions . . . . . . . . . . . .. .16 d. Prequestions and student-centered/generated

purposes . . . . . . . . . . . . . . . . . . . . .. 19 e. Pictures, prefatory statements, and titles . . . .. .22

B. Guiding Reader/Text Interactions During Reading to Learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

1. Inducing Imagery . . . . . . . . . . . . . . . .

.

26

2. Inserted Questions . . . . . . . . . . . . . . . . . . . 28

3. Self-Questioning . . . . . . . . . . . . . . . . . . . . 30

4. Oral Reading, Lesson Frameworks, and Study Guides . . . 31

a. Oral reading . . . . . . . . . . . . . . . . . . . . 31 b. Lesson frameworks . . . . . . . . . . . . . . . .. . 32 c. Study guides . . . . . . . . . . . . . . . . . . .. . 33

C. Teacher Interventions Following Reading to Learn . . . . .. .34

1. Postquestions . . . . . . . . . . . . . . . . . . . .. . 35 2. Feedback . . . . . . . . . . . . . . . . . . . . . . . . 37 3. Group and Whole-Class Discussions . . . . . . . . . .. .38

D. General Comments on Increasing Learning from Text/Prose . . . . . . . . . . . . . . . . . . . . . . . .. .. 40

ii

III. INCREASING ABILITY TO LEARN FROM TEXT/PROSE . . . . . . . . .. .42

A. [Introduction] . . . . . . . . . . . . . . . . . . . . . . . 42 B. Some Directions for Research in Reading Comprehension

Instruction . . . . . . . . . . . . . . . . . . . . . . . .. 45

1. Metacomprehension and Inference Training . . . . . . .. .45 2. Meeting Text-Based Needs of Readers . . . . . . . . .. .50

C. General Comments on Increasing Ability to Learn From Text/Prose . . . . . . . . . . . . . . . . . . . . . . . . . 54

IV. HOW SHOULD RESEARCH IN TEACHING READING COMPREHENSION PROCEED? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

A. Methodological Issues . . . . . . . . . . . . . . . . . .. . 55

1. Apply a "Greatest Likelihood Principle" to

Experimental Research . . . . . . . . . . . . . . . .. . 57

2. Design Studies Where the Complexities of Texts,

Teaching and Context are Addressed and Can Reveal

Their Impact . . . . . . . . . . . . . . . . . . .

. 59

a. Text-treatment interactions . . . . . . . . . . .. . 60 b. Teacher-treatment interactions . . . . . . . . . .. . 61 c. Context-treatment interactions . . . . . . . . . .. .63

3. Design Studies Where the Complexities of Classroom Learning Can be Addressed . . . . . . . . . . . . . .. . 64

4. Design and Implement Research Which Can be Coherently Interpreted in Light of the Literature from all the Relevant Disciplines . . . . . . . . . . . . . . . . . . . 69

5. A Call for Action . . . . . .. . . . . . . . . . . . .. 76

V. A FINAL WORD . . . . . . . . . . . . . . . . . . . . . . . . . . 79

Reference Notes . . . . . . . . . . . . . . . . . . . . . . . . .. . 80

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Footnote . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Ill

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