TITLE

Anything but lazy: New understandings about struggling readers, teaching, and text

AUTHOR(S)
Hall, Leigh A.
PUB. DATE
October 2006
SOURCE
Reading Research Quarterly;Oct-Dec2006, Vol. 41 Issue 4, p424
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
The article presents a summary of the International Reading Association's outstanding dissertation award for the year 2006. According to results from the National Assessment of Educational Progress reading exam, adolescent students who are struggling with reading account for a large part of the U. S. school population. Theories of sociocognition suggest that how students and teachers approach text are influenced by their cognitive abilities and by the classroom's social and cultural contexts. The different ways are explored in which students comprehend text included listening to discussions about the reading, asking friends for help and observing how others obtain information. Teaching methodology in itself is not adequate to help struggling readers.
ACCESSION #
22742146

 

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