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Peer reviewedKennon, Cassandra H.; Noland, Ronald G. – Reading Improvement, 1983
Concludes that literal and inferential comprehension scores were not higher for sixth-grade students taught by moral dilemma questioning techniques than for those taught by the directed reading activity method or those participating in regular classes. (FL)
Descriptors: Class Activities, Cognitive Development, Directed Reading Activity, Educational Research
Download full textHerber, Harold L. – 1971
A 3-year project focused on problems related to teaching reading in content areas in secondary schools. The project was sponsored by the United States Office of Education and supported 10 doctoral students in their doctoral studies, eight interns, a graduate assistant, and a research student. Six interrelated doctoral dissertations were completed…
Descriptors: Cognitive Development, Content Area Reading, Directed Reading Activity, Doctoral Dissertations
Lederer, Debra Yuhas – 1977
Theoreticians and empiricists have stressed the importance of organization in the learning process and, therefore, the importance of instructional strategies that help develop a child's ability to organize information. Theoreticians have also stressed the importance of the student's active participation in the learning process. The Directed…
Descriptors: Advance Organizers, Cognitive Development, Critical Reading, Critical Thinking
