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Reading Achievement DOCUMENT RESUME ED 221 837 CS 006 831 AUTHOR Berger, Allen, Ed.; Robinson, H. Alan, Ed. TITLE Secondary School Reading: What Research Reveals for Classroom Practice. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill.; Illinois Univ., Urbana. Dept. of Educational Psychology.; National Council of Teachers of English, Urbana, Ill. SPONS AGENCY National Inst. of Education (ED), Washington, DC. REPORT NO ISBN-0-8141-4295-8 PUB DATE 82 CONTRACT 400-78-0026 NOTE 205p. AVAILABLE FROMNational Council of Teachers of English, 1111 Kenyon Rd., Urbana, IL 61801 (Stock No. 42958, $9.50 member, $10.75 non-member). EDRS PRICE MF01/PC09 Plus Postage. DESCRIPTORS Classeoom Techniques; Computer Literacy; *Learning Processes; Literature; Literature Appreciation; Literature Reviews; Reading Achievement; *Reading Instruction; *Reading Programs; *Reading Research; Remedial Instruction; *Remedial Reading; Secondary Education; Sociolinguistics; Teaching Methods IDENTIFIERS Prose Learning; *Reading Strategies ABSTRACT Intended to help the secondary school classroom teacher make use of some of the current research related to reading instruction, this book contains reviews of the literature on the various aspects of secondary school reading. Each of the 12 chapters begins with an introduction to set the stage ancrends with a conclusion to put the ideas into perspective--frequently classroom applications. The areas covered in the chapters are as follows: (1) reading achievement, (2) contexts of reading, (3) the reading process,(4) readers' strategies,(5) instructional strategies, (6) the nature and structure of text (7) learning from text, (8) responses to literature, (9) responses to exposition, (10) organization and management of reading programs,(11) specialized services, and (12) computer literacy. The volume concludes with an epilogue on the new student, new teachers, and new demands in reading instruction. (HTH) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. **************************,********************************************* Secondary School Reading What Research, Reveals for ClassroomPractice U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION .1 EDUCATIONAL RESOURCES INFORMATION CENTER IERICI *This document has been reproduced as receivedf rom the person or organization originating it. Minor changes ha-ve been made to improve reproduction quality. Pointsmf view or opinions stated in this docu- Edited by ment do not necessarily represent official NIE position or policy. Allen Berger University of Pittsburgh H. Alan Robinson Hofstra University v arn National Conference on Research in English 4°10 ERIC Clearinghouse on Reading and Communication Skills doC) National Institute of Education dQ (/) CJ This book is dedicated to themany devoted teachers and adminis- trators in sccondary schools. Their commitment ispart of the promise for a better world. Grateful acknowledgement is made for permissionto reprint from Louise M. Rosenblatt's "A Way of Happening." FromEducational Record, Sum- mer 1968.©American Council on Education, Washington, D. C.Used by permission. Book Design: Tom Kovacs NCTE Stock Number 42958 Published 1982 by the ERIC Clearinghouseon Reading and Communica- tion Skills, 1111 Kenyon Road, Urbana, Illinois 61801, andthe National Conference on Research in English. This publication was prepared with funding from the Na- tional Institute of Education, U.S. Department of Education, 111:under contract no. 400-78-0026. Contractors undertaking such projects under government sponsorshipare encouraged to express freely their judgment in professional and technical matters. Priorto pub- lication, the manuscript was submitted to the National Conferenceon Research\ in English for critical review and determination ofprofessional competen`ce. This publication has met such standards. Points ofview or opinions, however, do not necessarily represent the official viewor opinions of either the National Conference on Research in Englishor the Na+ional Institute of Education. Library of Congress Catalog Card Number: 82-61719 ISBN 0-8 14 1-4 2 95-8 Contents Foreword vii Preface ix Prologue 3 H. Alan Robinson 1. Reading Ach ievement 7 Anthony R. Petrosky 2.The Contexts of Reading 21 Sharon L. Smith Robert F. Carey Jerome C. Harste 3.The Reading Process 39 Judith A. Langer 4.Readers' Strategies 53 William D. Page 5. Instructional Strategies 67 Joseph L. Vaughan, Jr. 6.The Nature and Structure of Text 85 Thomas H. Estes 7.Learning from Text 97 Robert J. Tierney 8.Assessment: Responses to Literature 111 S. Lee Galda 9.Assessment: Responses to Exposition 127 Peter Johnston P. David Pearson 10.Organization and Management of Programs 143 Joan Nelson Harold L. Herber ei vi Contents 11. Specialized Services 159 Barbara C. Palmer Virginia M. Brannock 12. Computer Literacy 173 Harry Singer Mariam Jean Dreher Michael Kamil Epilogue: New Students, NewTeachers, New Demands 193 Margaret Early Contributors 203 Foreword The Educational Resources Information Centey (ERIC) isa national information system developed by the U.S. Office of Edu- cation and now sponsored by the National Institute of Education (NIE). It provides ready access to descriptions of exemplary pro- grams, research and development efforts, and related information useful in de, eloping more effective educational programs. Through its network of specialized centers or clearinghouses, each of which is responsible for a particular educational area, ERIC acquires, evaluates, abstracts, and indexes current significant in- formation and lists this information in its reference publications. ERIC/RCS, the ERIC Clearinghouse on Reading and Commu- nication Skills, disseminates educational information related to research, instrt ction, and personnel preparation at all levels and in all institutiot.s. The scope of interest of the clearinghouse in- cludes relevant rosearch reports, literature reviews, curriculum guides and descriptions, conference papers, project or program reviews, and other print materials related to all aspects of reading, English, educational journalism, and speech communication. The ERIC system has already made availablethrough the ERIC Document Reproduction Servicemuch informative data. However, if the findings of specific educational research are to be intelligible to teachers and applicable to teaching, considerable bodies of data must be reevaluated, focused, translated, and molded into an essentially different context. Rather than resting at the point of making research reports readily accessible, NIE has directed the separate clearinghouses to work with professional organizations in developing information analysis papers in specific areas within the scope of the clearinghouses. ERIC/RCS is pleased to cooperate with the National Conference on Research in English and the Commission on Reading of the National Council of Teachers of English in making Secondary School Reading: What Research Reveals for Classroom Practice available. Bernard O'Donnell DirecWr, ERIC/RCS vii Preface In these troubled times it is encouraging to see signs of cooperation. It has been through the cooperation and good will of many people and groups that this book has come into being. Even with all this cooperation, it has taken three years. The original idea for this projectto provide to teachers a second updated version of nat We Know about High School Reading was generated at the Commission on Reading meeting of the National Council of Teachers of English Annual Convention in San Francisco (November 1979). The original publication, com- posed of four articles, appeared during the 1957-58 academic year. The first revision, composed of eight articles, appeared in 1969. Both publications were edited by M. Agnella Gunn and published under the auspices of the National Conference on Research in English (NCRE) and the National Council of Teachers of English (NCTE). During the year following the NCTE convention in San Fran- cisco we engaged in extensive correspondence with representatives of the National Conference on Research in English and the National Council of Teachers of English. The end result of the communica- tions was that we were asked to produce this updated version with the involvement of NCRE, the NCTE Commission on Reading, NCTE, and the ERIC Clearinghouse on Reading and Communica- tion Skills. We prepared sample tables of contents and presented them for critical examination at the Commission on Reading meet- ing at the NCTE Annual Convention in Cincinnati (November 1980). Contributors were asked to take as broad a view as possible and to relate reading to the content areas wherever appropriate to their themes. Many people cooperated in the creation of this publication. Leo Ruth of the University of California, Berkeley, chaired the Com- mission on Reading meeting at which the idea emerged. At that meeting was commission member P. David Pearson of the Center for the Study of Reading who was also president-elect of the National Conference on Research in English. He was a key pivotal ix Preface person through his involvement with these two organizations. NCRE provided continuing support and voted to defrayexpenses for the typing of the final manuscript ata meeting chaired by then NCRE President Roy C. O'Donnell of the University of Georgia. Paul O'Dea and Bernard O'Donnell provided support, respectively, as director of NCTE Publications and director of the
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