A Proposed Method for Learning from Textbooks in the Primary Grades: Use of Text Structure to Guide Self-Questioning

2001 ◽  
Vol 88 (3) ◽  
pp. 645-650 ◽  
Author(s):  
Ronald C. Feldt ◽  
Rebecca A. Feldt
Keyword(s):  
Corrective Feedback ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Text Structure ◽  
Problem Solution ◽  
Cognitive Strategy Instruction ◽  
Primary Level ◽  
Text Organization ◽  
Different Types ◽  
Answering Questions

A questioning strategy is proposed for teaching primary-level children about text organization or structure, such as cause-effect, comparison-contrast, and problem-solution. Once students can reliably identify different types of organization, they are taught to ask questions appropriate to each type to guide their learning. A cognitive-strategy instruction model is used as the vehicle for teaching children through modeling by a teacher, interactive discussion, and practice with corrective feedback. In addition, students are taught how to monitor the process, so responsibility is transferred from teacher to student. Some questions demand searching for answers in the text. Others are more complex, demanding integration of textual elements and use of personal knowledge for answering questions.

Cognitive Strategy Instruction for Teaching Word Problems to Primary-Level Struggling Students

2014 ◽  
Vol 50 (5) ◽  
pp. 291-296 ◽  
Author(s):  
Kathleen Hughes Pfannenstiel ◽  
Diane Pedrotty Bryant ◽  
Brian R. Bryant ◽  
Jennifer A. Porterfield
Keyword(s):  
Word Problems ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
Struggling Students ◽  
Cognitive Strategy Instruction ◽  
Primary Level

Cognitive Strategy Instruction for Adolescents: What We Know about the Promise, What We Don't Know about the Potential

2008 ◽  
Vol 78 (1) ◽  
pp. 84-106 ◽  
Author(s):  
MARK CONLEY
Keyword(s):  
Adolescent Literacy ◽  
Teacher Educator ◽  
Cognitive Strategies ◽  
Strategy Instruction ◽  
Cognitive Strategy ◽  
School To Work ◽  
Future Research ◽  
Great Promise ◽  
Cognitive Strategy Instruction ◽  
Literacy Research

"Strategy instruction" is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, veteran teacher educator Mark Conley argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents' reading, writing, and thinking across content areas. However, he further suggests that we do not yet have the research needed to adequately understand and maximize the potential of cognitive strategy instruction in secondary content-area classrooms. After situating cognitive strategy instruction in the larger context of research on adolescent literacy and school-to-work transitions, Conley provides classroom examples of cognitive strategy instruction, demonstrates the need for meaningful integration of cognitive strategies in teacher education, and recommends specific directions for future research needed to understand and maximize the benefits of cognitive strategy instruction for adolescents.

CORRECTIVE FEEDBACK AND LEARNER UPTAKE

1997 ◽  
Vol 19 (1) ◽  
pp. 37-66 ◽  
Author(s):  
Roy Lyster ◽  
Leila Ranta
Keyword(s):  
Language Arts ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
French Language ◽  
Primary Level ◽  
Feedback Type ◽  
Metalinguistic Feedback ◽  
Different Types ◽  
Error Treatment ◽  
Learner Uptake

This article presents a study of corrective feedback and learner uptake (i.e., responses to feedback) in four immersion classrooms at the primary level. Transcripts totaling 18.3 hours of classroom interaction taken from 14 subject-matter lessons and 13 French language arts lessons were analyzed using a model developed for the study and comprising the various moves in an error treatment sequence. Results include the frequency and distribution of the six different feedback types used by the four teachers, in addition to the frequency and distribution of different types of learner uptake following each feedback type. The findings indicate an overwhelming tendency for teachers to use recasts in spite of the latter's ineffectiveness at eliciting student-generated repair. Four other feedback types—elicitation, metalinguistic feedback, clarification requests, and repetition—lead to student-generated repair more successfully and are thus able to initiate what the authors characterize as the negotiation of form.

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