Archived InformationState of the Art: Reading - November 1993
According to Robinson et al. (1990), among practices in reading comprehension instruction dating back to the early 20th century in American schools, emphasis has shifted from
This shift reflects an evolving view of reading which is now considered to be a strategic process through which readers construct meaning by interacting with text. That is, readers use clues in the text and their own prior knowledge to assign meaning to what they read. Furthermore, interactions between the teacher, the student, the text, purposes for reading, and the context within which literacy events occur all come into play in the construction of meaning and the acquisition of reading strategies.
Finally, the shift among practices in reading comprehension instruction is toward understanding metacognition and helping students develop tools with which to direct their own learning. Moreover, this shift reflects recognition of the significant role teachers play in students' advancement along the literacy continuum. These and related topics are discussed in the pages that follow.
State of the Art: Transforming Ideas for Teaching and Learning To Read is addressed to teachers--key agents who ensure that each child enters the pathway to becoming a literate adult, and who guide students in their ascending journey every step of the way. This publication may also be shared with school administrators, policymakers, and parents who hold the common vision of heightened literacy learning for all children. Working with teachers, these persons can help provide the vital support needed to transform literacy instruction in classrooms. Together, they can ensure that every child becomes an able reader and critical thinker who is well prepared to embark upon a lifetime of learning.