TY - JOUR
T1 - What REALLY Works
T2 - Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking
AU - Murphy, P. Karen
AU - Firetto, Carla M.
AU - Wei, Liwei
AU - Li, Mengyi
AU - Croninger, Rachel M.V.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A130031 to the Pennsylvania State University and the National Science Foundation under Grant No. 1316347.
Publisher Copyright:
© The Author(s) 2016.
PY - 2016/1/1
Y1 - 2016/1/1
N2 - Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from reading. Although many reasons undergird students’ comprehension challenges, evidence-based instructional approaches can promote students’ comprehension and critical-analytic thinking. Teacher-facilitated, small-group discussions can promote students’ comprehension and critical-analytic thinking about, around, and with both oral and written discourse.
AB - Many American students struggle to perform even basic comprehension of text, such as locating information, determining the main idea, or supporting details of a story. Even more students are inadequately prepared to complete more complex tasks, such as critically or analytically interpreting information in text or making reasoned decisions from reading. Although many reasons undergird students’ comprehension challenges, evidence-based instructional approaches can promote students’ comprehension and critical-analytic thinking. Teacher-facilitated, small-group discussions can promote students’ comprehension and critical-analytic thinking about, around, and with both oral and written discourse.
KW - critical-analytic thinking
KW - policy recommendations
KW - small-group discussion
KW - text comprehension
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U2 - 10.1177/2372732215624215
DO - 10.1177/2372732215624215
M3 - Article
AN - SCOPUS:85030867485
SN - 2372-7322
VL - 3
SP - 27
EP - 35
JO - Policy Insights from the Behavioral and Brain Sciences
JF - Policy Insights from the Behavioral and Brain Sciences
IS - 1
ER -