We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit.
This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity alon...
| Publicado en: | Reading Teacher Vol. 77; no. 3; pp. 371 - 383 |
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| Formato: | Artículo |
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Wiley-Blackwell
Nov/Dec2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=174203728&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 174203728 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00340561 RET jtl: Reading Teacher issn: 00340561 maglogo: Y pubinfo: dt: Nov/Dec2023 vid: 77 iid: 3 pid: 480 pub: Wiley-Blackwell artinfo: ui: 174203728 10.1002/trtr.2255 ppf: 371 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 304KB tig: atl: We Ask Students What they Understand, Not How they Understand: Making Reasoning Comprehension Processes Visible and Explicit. aug: au: Lee, Carol D. su: Reading comprehension Teachers Teaching Motivation (Psychology) Cognitive ability sug: subj: Reading comprehension Teachers Teaching Motivation (Psychology) Cognitive ability keyword: assessment human development reading comprehension ab: This paper pushes beyond current debates over what is being called the science of reading to articulate a multidimensional complex conception of what is entailed in reading comprehension. Reading comprehension entails not only cognitive processes, but equally important is how issues of identity along multiple dimensions, perceptions of tasks and settings, social and emotional relationships intersect to shape effort and motivation to comprehend. The paper argues that a central problem in the typical teaching of reading comprehension in the K–12 sector is insufficient attention to processes or meaning making. Typical instruction focuses on the outcomes of comprehension, but not on how readers can/should go about trying to make sense of texts. Such instruction can be created by communities of teachers who examine the sources of text difficulty in texts they are teaching. The paper offers explicit criteria for evaluating sources of text complexity in informational and literary texts, and in so doing push beyond the boundaries of traditional Lexile scores. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Reading Teacher holder: Wiley-Blackwell dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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