University of Illinois at Urbana-Champaign
"Dialogical-thinking reading lessons: Promoting critical thinking among ""learning-disabled"" students"
Abstract
dc:description"This research investigated whether reading instruction that emphasizes critical thinking would benefit ""learning-disabled"" fifth grade students. Seven students were assigned to the instructional group and seven to the comparison group. The instructional group participated in a program of ten dialogical-thinking reading lessons while the comparison group remained with their classroom teacher. Each lesson involved reading a story and discussing a central issue. Two alternative hypothesized explanatory conclusions regarding the central issue were considered. Students were asked: (a) to identify reasons to support each hypothesis; and (b) to evaluate the truth and relevance of each reason. Vignettes of the program lessons chronicle the procedures used and the modifications made in order to meet the students' needs. The vignettes provide examples of the critical thinking that occurred."
Degree
thesis:*- Name thesis:degree_name
- Ph.D.
- Level thesis:degree_level
- Dissertation
- Discipline thesis:degree_discipline
- Education
- Grantor
- University of Illinois at Urbana-Champaign
- Year dc:date
- 2011
Author and committee
dc:creator, dc:contributor.*- Author dc:creator
-
- Commeyras, Michelle
- Contributors dc:contributor
-
- Pearson, P. David
Subjects
dc:subject × 4Rights
dc:rights- Statement dc:rights
-
- Copyright 1991 Commeyras, Michelle
- Language dc:language
- eng
Identifiers
dc:identifier.*- Identifier
-
AAI9136574
(UMI)AAI9136574 - OAI identifier oai:identifier
- oai:www.ideals.illinois.edu:2142/22146