Introduction to the Special Issue: Textbook Content and Organization—Why it Matters to Reading Comprehension in Elementary Grades?
| Autor: | Anita Peti-Stantić, Kausalai Wijekumar, Shuai Zhang, R. M. Joshi |
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| Rok vydání: | 2021 |
| Předmět: |
Vocabulary
Scope (project management) media_common.quotation_subject 05 social sciences Educational technology 050301 education 050801 communication & media studies Science education Automatic summarization Computer Science Applications Education Human-Computer Interaction Comprehension 0508 media and communications Mathematics (miscellaneous) Reading comprehension Reading (process) ComputingMilieux_COMPUTERSANDEDUCATION Mathematics education Psychology 0503 education media_common |
| Zdroj: | Technology, Knowledge and Learning. 26:243-249 |
| ISSN: | 2211-1670 2211-1662 |
| DOI: | 10.1007/s10758-021-09505-6 |
| Popis: | Textbooks are a major source in supporting instruction about reading across the world. Classroom teachers and school rely on these documents to guide the scope and sequence of instruction and expect them to provide evidence-based instructional guidelines to promote comprehension. Theories of reading comprehension are synthesized to identify vocabulary, generation of main ideas, summarization, and extrapolating inferences as sound constructs that promote comprehension. A review of textbooks from multiple continents show that most do not address evidence-based practices. Until the textbooks that support instruction on comprehension change, little can be accomplished by other means. |
| Databáze: | OpenAIRE |
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