What REALLY Works

Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking

P. Karen Murphy, Carla Firetto, Liwei Wei, Mengyi Li, Rachel M.V. Croninger

Research output: Contribution to journalArticle

21 Citations (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)27-35
Number of pages9
JournalPolicy Insights from the Behavioral and Brain Sciences
Volume3
Issue number1
DOIs
StatePublished - Mar 1 2016
Externally publishedYes

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comprehension
Students
classroom
student
group discussion
small group
Reading
Decision Making
Thinking
decision making
discourse
teacher
evidence

Keywords

  • critical-analytic thinking
  • policy recommendations
  • small-group discussion
  • text comprehension

ASJC Scopus subject areas

  • Social Psychology
  • Public Administration

Cite this

What REALLY Works : Optimizing Classroom Discussions to Promote Comprehension and Critical-Analytic Thinking. / Murphy, P. Karen; Firetto, Carla; Wei, Liwei; Li, Mengyi; Croninger, Rachel M.V.

In: Policy Insights from the Behavioral and Brain Sciences, Vol. 3, No. 1, 01.03.2016, p. 27-35.

Research output: Contribution to journalArticle

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