tag:blogger.com,1999:blog-1557533956996103818.post7763557327027232013..comments2009-09-27T15:39:29.214-05:00Tim Shanahanhttp://www.blogger.com/profile/08524390728872615432noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-1557533956996103818.post-76912965797846423002009-09-26T19:39:31.890-05:002009-09-26T19:39:31.890-05:00Teachers struggle with how to teach reading comprehension. The implicit-instruction teachers hope that reading a lot really will teach comprehension through some form of reading osmosis. The explicit-instruction teachers teach the skills that can be quantified, but ignore meaning-making as the true purpose of reading. Check out seven research-based reading comprehension strategies with multiple links at http://penningtonpublishing.com/blog/reading/how-to-teach-reading-comprehension/Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-1557533956996103818.post-52036072746728644552009-06-26T09:50:50.727-05:002009-06-26T09:50:50.727-05:00Thank you for pointing out these different points of view on the benefits of teaching reading strategies. It raises several of questions for me.<br /><br />1. Are the gains made by students who benefit from learning strategies sustained once they stop using the strategies?<br /><br />2. When they are using the strategies, do the use them with all reading for a while--or only when they specifically choose to use them (or are prompted by a teacher)?<br /><br />3. If these are of most benefit to low performing students, should they only be taught for small groups?<br /><br />Drinda WilliamsDrindahttp://www.blogger.com/profile/14795049602791496000noreply@blogger.com