For decades, most elementary schools have taught reading as a skill: children have practiced
reading comprehension strategies like «finding the main idea» or «making inferences» on simple stories.
Not exact matches
While many people blame standardized testing for narrowing the elementary school curriculum to
reading and math, the real culprit is «a longstanding pedagogical notion that the best way to teach kids
reading comprehension is by giving them skills —
strategies like «finding the main idea — rather than instilling knowledge about things
like the Civil War or human biology.»
It's a longstanding pedagogical notion that the best way to teach kids
reading comprehension is by giving them skills —
strategies like «finding the main idea» — rather than instilling knowledge about things
like the Civil War or human biology.
For example, teachers use
reading strategies like chunking words or looking at pictures to help learners access bigger concepts
like word recognition or inference and
comprehension.
Elementary schools — in the United States and, it appears, in Britain — then compound the problem by focusing on
reading comprehension strategies,
like «making inferences» and «finding the main idea,» rather than on building knowledge in subjects
like history or science.
The vast majority of American elementary schools — and especially those serving the neediest students — spend hours every week teaching
reading comprehension skills and
strategies instead of trying to impart any substantive information about subjects
like history and science.
Although researchers
like Keene and Zimmerman have identified central
strategies for strengthening
reading comprehension, early elementary teachers wonder how they can use such
strategies with prereaders who have little knowledge of books or even the English language.