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A Descriptive Analysis Of Prereading Story Comprehension Lessons

Carol V. Lloyd
The Journal of Classroom Interaction
Vol. 28, No. 1 (1993), pp. 27-33
Stable URL: http://www.jstor.org/stable/23870365
Page Count: 7
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
A Descriptive Analysis Of Prereading Story Comprehension Lessons
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Abstract

Prereading activities have the potential to activate and develop readers' schemata. This study describes the nature of prereading story lessons in 25 intermediate grade classrooms. Categories that describe the type of prereading activity and the potential for student cognitive involvement are presented. Results show that teachers engage in various prereading activities. Some of this instruction appears to facilitate students' cognitive involvement. However, much of this instruction is not implemented in ways that encourage students to become involved with the ideas. Questions about teachers' understandings of the theoretical underpinnings of these practices, and relationships between practice and research are discussed.

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