期刊名称：Language and Literature - European Landmarks of Identity
印刷版ISSN：2344-4894
出版年度：2008
卷号：4
期号：1
语种：English
出版社：Unversity of Pitesti Press
摘要：Traditionally,there has been a tendency among teachers to view the primary grades as the time to hone word-recognition skills,with comprehension developed in the later grades. Increasingly,this view is rejected,with many demonstrations that interventions aimed at improving comprehension -- that is,interventions beyond word-recognition instruction - do,in fact,make an impact during the primary years. The starting point for the development of many comprehension skills is teacher modeling of those skills. Hence,there is much commentary in the article about modeling,monitoring,and so on. There is definitely interest in expanding comprehension instruction in the early elementary grades,with the expectation that such instruction will affect 5- to 8-year-olds dramatically in the short term and perhaps lead to development of better comprehension skills over the long term.
