Dialogical-Thinking Reading Lessons [microform] : Promoting Critical Thinking among "Learning-Disabled" Students. Technical Report No. 553 / Michelle Commeyras and Others
- Bib ID:
- 5541787
- Format:
- Book and Microform
- Author:
- Commeyras, Michelle
- Online Version:
- https://eric.ed.gov/?id=ED343115
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- Description:
-
- [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1992
- 43 p.
- Summary:
-
A study investigated whether reading instruction that emphasizes critical thinking would benefit "learning-disabled" fifth-grade students. Seven students were assigned to an instructional group that participated in a program of 10 dialogical-thinking reading lessons and 7 were assigned to a comparison group that remained with the classroom teacher and completed regular classroom assignments. The instructional group was involved in reading a story and discussing a central issue. Students considered two alternative conclusions regarding the central issue, identified reasons to support each hypothesis, and evaluated the truth and relevance of each reason. Reading comprehension and critical-thinking tests were administered to both groups and both particpated in a base-line and post-dialogical in a base-line and post-dialogical-thinking reading lesson. Results indicated that: (1) on the post-dialogical-thinking reading lessons, the instructional group arrived at proportionately more valid reasons and gave more comprehensive final conclusions regarding the central issue than did the comparison group; (2) there was no evidence of improvement on the paper and pencil tests of reading comprehension and critical thinking for either group; and (3) comparing the students' performance on paper and pencil tests with their performance in discussion settings revealed significantly differing views of competency. Findings suggest that assessing "learning-disabled" students' reading and thinking should be re-examined from a contextualist perspective, and that"learning-disabled" students should receive reading instruction that calls for critical thinking. (Five tables of data, 2 figures representing test items, and a list of answers to one central question are included; 43 references and the coding system for analyzing dialogical-thinking reading lesson transcripts are attached.) (Author/RS)
- Notes:
-
- Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
- May also be available online. Address as at 14/8/18: https://eric.ed.gov/
- Reproduction:
- Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive.
- Subject:
- Other authors/contributors:
- Illinois Univ., Urbana. Center for the Study of Reading
- Available From:
- ERIC
- Copyright:
-
In Copyright
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Copyright status was determined using the following information:
- Material type:
- Literary Dramatic Musical
- Published status:
- Published
- Publication date:
- 1992
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