| Popis: |
Tapes of four lessons taught to a low group of second‐grade readers were analyzed to identify components of instruction that might facilitate comprehension development. The three children in the group had made good progress over a 29‐week intervention in which the Kamehameha Reading Program (emphasizing discussion and oral language within group reading lessons) was implemented. The tapes were analyzed for content and discourse that would show (a) comprehension emphasis, (b) student/teacher interactions that encouraged comprehension, and (c) indicators of an active search for meaning on the children's part. Six components were identified that seemed to be important elements in the children's reading success: (a) contextual‐based lesson, (b) coherent text sequences, (c) emphasis on elaborative comprehension, (d) minimal skills instruction, (e) discussion‐oriented/teacher‐responsive lesson, and (f) active engagement on the children's part in a quest for meaning. |
