Matching Instructional Strategies to Facets of Comprehension
The author of this Voices from the Middle article, Susan I. McMahon, adopts the stance that, even though strategy use should be taught to help learners monitor their comprehension, such instruction is not sufficient to ensure transfer or ownership. Further, such instruction often emphasizes only literal recall, and as she points out, "reading literature, interpreting data in science, or determining historic significance requires interpretation and critical thinking." McMahon suggests that teachers consider the complexity of comprehension to identify key strategies that support learners’ understanding of multiple texts. Through the identification of three different “facets” of comprehension, she provides examples of common strategies used in a sixth-grade classroom that support multiple ways of understanding a nonfiction text.
Access to this resource has been provided by the National Council of Teachers of English, an NCLE Stakeholder Organization.
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