The more one is aware of what and how they think, and the schema which they
bring to the text, the deeper the understanding, I think.
Myra
- Original Message -
From: Christina Kmet
Date: Sunday, September 21, 2008 11:06 am
Subject: Re: [MOSAIC] action research help
To: Mosaic
What about adding something about level of Bloom's Taxonomy q's instead of
higher-order thinking skills
On Sat, Sep 20, 2008 at 10:57 PM, Dana's Charter [EMAIL PROTECTED]wrote:
I've just started working on my EDS in elementary education. I'm having a
hard time deciding how to word my question.
An article which summarizes the research on reading comprehension can be
found in the IRA research synthesis book on comprehension. (Think there are
two of these different years. I can't remember which. But if you go to the
IRA catalog or website you should be able to find it.) Anyway this
How about. . .
Do metacognitive strategies improve comprehension?
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How about
Is there a relationship between reading comprehension and the teaching
of metacognitive strategies?
On Sep 21, 2008, at 5:25 AM, Christina Kmet wrote:
How about. . .
Do metacognitive strategies improve comprehension?
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Mosaic
I am also teaching comprehension strategies for my AR for my M.Ed. degree. Our
questions had to go beyond a yes or no answer so the question I'm posing is
How will explicit comprehension strategy instruction improve students'
comprehension of texts? I am also using reading response journals so
Hi Briana,
I'd love to hear more about what you are doing. I am going to try to
incorporate more of the explicit comprehension strategy instruction this year.
I bought the Primary Comprehension Toolkit but still haven't sat down to digest
it. I've been too busy getting everything else going,
Are you going to have a control group that does not get the comprehension
strategy instruction?
Nancy
In a message dated 9/21/2008 11:43:40 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I am also teaching comprehension strategies for my AR for my M.Ed. degree.
Our
That is where my conscious gets in the way. If I truly believe that an
approach may benefit kids, it is hard to withhold it from others.
On 9/21/08 11:16 AM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote:
Are you going to have a control group that does not get the comprehension
strategy
Nancy
My understanding of action research is that you don't use a control group.
It isn't meant to be empirical research. It is research applicable to your own
children and your own teaching style...not necessarily research that can or
should be replicated elsewhere. Maybe we have some
Hi - I'm from Maryland also. Action research at University of Maryland and
Johns Hopkins did not require a control group. The work is more narrative
and anecdotal with data to support assumptions and to document change. Good
luck! Action research can be very informative and
I've just started working on my EDS in elementary education. I'm having a
hard time deciding how to word my question.
what i've got so far is
Will reading comprehension improve by using higher-order thinking skill such
as making connections, predicing, vizualizing, inferring, summarizing, and
Would the focus be more manageable if you worded the question like this?
- Will reading comprehension improve through increased metacognition of
the comprehension strategies of making connections, predicting, visualizing,
inferring, summarizing, and synthesizing?
Kare
On Sat, Sep 20,
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