Oh WHERE WERE you guys when I was in elementary school? “Main idea generation and summarizing have been identified as critical elements in improving adolescent reading comprehension ; however, instruction often consists of telling students to find the most important idea without showing students how to do so […] students with reading disabilities may not actively process the meaning of text as they read because their eyes “glaze over the words on the page” . Limited working memory capacity may further complicate the task and impact the integration of main ideas across longer sections of text. Students may also have difficulty recognizing text structure and may not use the text’s organizational framework to assist with generating the main idea or organizing their recall .” “In this paper, we examine the effects of an intervention that targets paraphrasing and text structure instruction in order to: (a) provide a process for teaching students to generate the most central ideas across longer sections of text (i.e., showing students how to generate main ideas rather than telling them to ‘find it’), (b) utilize text structure instruction as a mechanism for selecting, chunking, and supporting main idea generation that fosters consideration of the text’s hierarchical structure and frees up cognitive resources for text processing, and (c) supports deeper understanding of content area text by engaging students in conscious text processing and idea integration in a way that we believe aligns with reading comprehension theory.” ABSTRACT: https://www.tandfonline.com/doi/full/10.1080/10888438.2019.1684925 FULL PAPER: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7539662/

Oh WHERE WERE you guys when I was in elementary school?
“Main idea generation and summarizing have been identified as critical elements in improving adolescent reading comprehension ; however,
 
instruction often consists of telling students to find the most important idea without showing students how to do so
[…]
students with reading disabilities may not actively process the meaning of text as they read because their eyes “glaze over the words on the page” .
 
Limited working memory capacity may further complicate the task and impact the integration of main ideas across longer sections of text.
 
Students may also have difficulty recognizing text structure
and may not use the text’s organizational framework to assist with generating the main idea or organizing their recall .”
“In this paper, we examine the effects of an intervention that targets paraphrasing and text structure instruction in order to: (a) provide a process for teaching students to generate the most central ideas across longer sections of text (i.e., showing students how to generate main ideas rather than telling them to ‘find it’), (b) utilize text structure instruction as a mechanism for selecting, chunking, and supporting main idea generation that fosters consideration of the text’s hierarchical structure and frees up cognitive resources for text processing, and (c) supports deeper understanding of content area text by engaging students in conscious text processing and idea integration in a way that we believe aligns with reading comprehension theory.” ABSTRACT: https://www.tandfonline.com/doi/full/10.1080/10888438.2019.1684925 FULL PAPER: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7539662/

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