2026-09-21T08:07:01Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/22146 2023-07-10 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Pearson, P. David Commeyras, Michelle 2011-05-07T13:30:28Z 2011-05-07T13:30:28Z 10000-01-01 1991 "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." Two reading comprehension tests and one critical thinking test were administered to both groups of students. Each group participated in a base-line and post dialogical-thinking reading lesson. In addition, an individual assessment interview, designed to match the dialogical-thinking reading lesson, was conducted with each student. Differences were found between the two groups on the post dialogical-thinking reading lessons. The instructional group was better at arriving at sound defensible evaluations of the reasons they had generated to support the two hypothesized conclusions. They also gave better final conclusions regarding the central issue than did the comparison group. There was no evidence of improvement on the paper and pencil tests of reading comprehension and critical thinking for either group. Comparing the students performance on paper and pencil tests with their performance in discussion settings revealed significantly differing views of competency. "This study lends support to two major conclusions: (a) assessing ""learning-disabled"" students' reading and thinking should be re-examined from a contextualist perspective; and (b) ""learning-disabled"" students should receive reading instruction that calls for critical thinking." Made available in DSpace on 2011-05-07T13:30:28Z (GMT). No. of bitstreams: 2 license.txt: 4922 bytes, checksum: 910b249b4beec47e7ab768910c8f966f (MD5) 9136574.pdf: 9812933 bytes, checksum: 9787e0a43cb161ac53bdeaeebfd3f54c (MD5) Previous issue date: 1991 Item marked as restricted to the 'UIUC Users [automated]' Group (id=2) by Howard Ding (hding2@illinois.edu) on 2011-05-07T14:55:38Z Item is restricted indefinitely. Restriction data tranferred 2014-07-01T11:25:57-05:00 Original Data Group with Access UIUC Users [automated] Release Date: none Reason: ETDs are only available to UIUC Users without author permission ETDs are only available to UIUC Users without author permission U of I Only AAI9136574 (UMI)AAI9136574 http://hdl.handle.net/2142/22146 eng Copyright 1991 Commeyras, Michelle Education, Elementary Education, Special Education, Reading Education, Curriculum and Instruction "Dialogical-thinking reading lessons: Promoting critical thinking among ""learning-disabled"" students" text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.