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Send for the POSSE

Send for the POSSE SEND FOR THE POSSE : STRUCTURING THE COMPREHENSION DIALOGUE Carol Sue Englert Troy Manage Promotes the use of a structured lesson dialogue as a means to advance a student's reading comprehension. Thoughtfu l consideration by teachers of the role of background knowledge, text structures, and strategies in reading comprehen- sion can provide some basis for the development of a meta- cognitive curriculum for the classroom. The number of successful training studies that concentrate on the combination of these meta- cognitive factors is relatively small, although the reciprocal teaching procedure is one notable exception (Brown, Armbruster, & Baker, 1986). In reciprocal teaching, students are instructed in the use of four reading strategies: question, summarize, clarify, and predict (Palincsar & Brown, 1986). In reciprocal teaching, students take turns assuming the responsibilities of the leader for short sections of the text, leading discussion about the text through the use of the four strategies. For example, the student leading the discus- sion poses a question about the main idea for other students to answer. The student leader summarizes the information by includ- ing the main idea and details in a summary statement. The leader MARCH 1990 473 and other students clarify their understanding http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Academic Therapy SAGE

Send for the POSSE

Sue Englert, Carol; Mariage, Troy
Academic Therapy , Volume 25 (4): 15 – Mar 1, 1990
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References (3)

Publisher
SAGE
Copyright
Copyright © by SAGE Publications
ISSN
0001-396X
DOI
10.1177/105345129002500410
Publisher site
See Article on Publisher Site

Abstract

SEND FOR THE POSSE : STRUCTURING THE COMPREHENSION DIALOGUE Carol Sue Englert Troy Manage Promotes the use of a structured lesson dialogue as a means to advance a student's reading comprehension. Thoughtfu l consideration by teachers of the role of background knowledge, text structures, and strategies in reading comprehen- sion can provide some basis for the development of a meta- cognitive curriculum for the classroom. The number of successful training studies that concentrate on the combination of these meta- cognitive factors is relatively small, although the reciprocal teaching procedure is one notable exception (Brown, Armbruster, & Baker, 1986). In reciprocal teaching, students are instructed in the use of four reading strategies: question, summarize, clarify, and predict (Palincsar & Brown, 1986). In reciprocal teaching, students take turns assuming the responsibilities of the leader for short sections of the text, leading discussion about the text through the use of the four strategies. For example, the student leading the discus- sion poses a question about the main idea for other students to answer. The student leader summarizes the information by includ- ing the main idea and details in a summary statement. The leader MARCH 1990 473 and other students clarify their understanding

Journal

Academic Therapy – SAGE

Published: Mar 1, 1990

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