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, 13 years ago→Recent research into reading comprehension (or making meaning from texts)
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=Developing Reading= | =Developing Reading= | ||
==Recent research into reading comprehension (or making meaning from texts)== | ==Recent research into reading comprehension (or making meaning from texts)== | ||
{{adaptedfrom|Improving Reading - Research Summary|Over the last few years there has been a renewed research interest (Pressley 2000, Kintsch 1998) into what is called, in the USA, ‘reading comprehension’. This renewed research interest is not, however, a return to the concept of comprehension current in the period from 1945 to 1980. At that time the research was characterised by attempts to identify the sub-skills of comprehension, then to establish some sort of hierarchy and then to teach these identified skills to pupils in progressive order. (Such an approach is still to be found in some reading comprehension exercises.) Rather, the renewed research focus is based on seeing the child as actively engaging with the text to create meaning. It emphasises the acquisition of strategies whilst engaged in authentic reading, rather than being taught as a separate suite of skills; it has broadened the range of strategies to include both cognitive and interpretive strategies and it uses a problem-solving approach. It also recognises the impact of reader differences and the wider socio- cultural context within which any act of reading takes place. | {{adaptedfrom|Improving Reading - Research Summary|Whole|Over the last few years there has been a renewed research interest (Pressley 2000, Kintsch 1998) into what is called, in the USA, ‘reading comprehension’. This renewed research interest is not, however, a return to the concept of comprehension current in the period from 1945 to 1980. At that time the research was characterised by attempts to identify the sub-skills of comprehension, then to establish some sort of hierarchy and then to teach these identified skills to pupils in progressive order. (Such an approach is still to be found in some reading comprehension exercises.) Rather, the renewed research focus is based on seeing the child as actively engaging with the text to create meaning. It emphasises the acquisition of strategies whilst engaged in authentic reading, rather than being taught as a separate suite of skills; it has broadened the range of strategies to include both cognitive and interpretive strategies and it uses a problem-solving approach. It also recognises the impact of reader differences and the wider socio- cultural context within which any act of reading takes place. | ||
Pressley (2000) has undertaken a major research review in this field and he offers a list of approaches to reading development, and particularly comprehension development, which represent an up-to-date synthesis of all the major strands of research-derived strategies for improving reading. Some of it is particular to Key Stages 1 and 2, but much of it is directly relevant to Key Stage 3. | Pressley (2000) has undertaken a major research review in this field and he offers a list of approaches to reading development, and particularly comprehension development, which represent an up-to-date synthesis of all the major strands of research-derived strategies for improving reading. Some of it is particular to Key Stages 1 and 2, but much of it is directly relevant to Key Stage 3. | ||
