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- W203435910 abstract "■ One important aim of education is that students acquire subject matter knowledge and apply it to real world problems, but this fine result is not always achieved. Why should that be? Most of the knowledge students are expected to learn is packaged in textbooks; in turn, the majority of instruction is based on textbooks (Armbruster, 1985; Cole & Sticht, 1981; EPIE, 1977). Unfortunately, many of the textbooks students use have been found to be obscure and incoherent (Anderson, Armbruster, & Kanton, 1980), rely on practice rather than instruction (Armbruster & Gudbrandsen, 1984), neglect higher order thinking skills (Tractenburg, 1974), present subject matter without providing learning aids or engaging students in cognitive processing, and fail in promoting literacy (Elliot, Nagel, & Woodward, 1986). If students are to learn by reading, they must spend sustained time interacting with text (Craik & Lockhart, 1972; Doctorow, Wittrock, & Marks, 1978). Meaningful learning is also enhanced when students are exposed to learning activities that aid in the processing of text at deeper levels (Craik & Lockhart, 1972), in generating relationships among concepts presented in text (Linden & Wittrock, 1981; Wittrock, 1983), and in integrating new information with already known information (Mayer, 1984). However, the results of classroom observation research challenge the expectation that students receive the kind of instruction that leads to meaningful learning from text. Studies of content area reading instruction reveal the use of worksheets to force students to complete assignments (Smith & Feathers, 1983), short and general introductions and purposes for reading text (Neilsen, Rennie, & Connell, 1982), very little instruction in comprehension (Durkin, 197879; Neilsen, Rennie, & Connell, 1982), use of roundrobin reading with interspersed questions (Gallagher & Pearson, 1982), and infrequent use of practices advocated in the most widely adopted content area textbooks (Ratekin, Simpson, Alvermann, & Dishner, 1985). In short, it seems that teachers are either unaware of the many instructional strategies available or lack a conceptual framework for organizing, evaluating, and making decisions about strategies. This article develops such a conceptual framework for presenting reading lessons that will engage stu-" @default.
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- W203435910 title "The Information Text Reading Activity (ITRA): Engaging Students in Meaningful Learning." @default.
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