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• W257769736 abstract "A question of concern among content area teachers is-Will making predictions prior to text reading increase a student’s comprehension of material read? P-R-E-V TEACHING PREDICTIONS AND CONCEPTS SIMULTANEOUSLY Dr. Anne M. Ferguson SOUTHEASTERN LOUISIANA UNIVERSITY Melanie Kennedy PARISH PUBLIC SCHOOLS, ANGIE, LOu/SlANA Students are expected throughout elementary and secondary grades to read and comprehend content l1l3.terials. However, too often content area teachers expect students to be able to comprehend l1l3.terial read without being taught the skills necessary to process information with understanding and retention. Researchers have shown that students can be taught learning strategies which will result in improved comprehension (Raphael, 1982). If content area teachers implement learning strategies in addition to important concepts, improved comprehension should be the end result. A Dictionary of Reading (1981) defines prediction as the act, or result, of making a forecast or prophecy; specifically, in scientific method, a statement of what is expected from observation or experiment. Predicting is not and should not be thought of as Guessing is an important strategy that people use constantly throughout their lives. It negatively implies a random, unstructured, and wild attempt to hit upon the correct answer. Predicting is not wild guessing. It is systel1l3.tically evaluating alternatives and selecting those that l1l3.tch the reader's expectations of the author's meaning (Hittleman, 19?8). Smith (lg?5) simply explains that making predictions is the act of eliminating any unlikely alternatives. Prediction as a strategy is defined as a person's use of knowledge about language and the context in which it occurs to anticipate what is coming in writing or speech (A Dictionary of Reading, 1981). Prediction strategies can be implemented during the teaching process by encouraging students to predict. Some students predict intuitively, while others have learned not to predict. Instruction has instilled within them the idea that only the right answer is valued, therefore, the students usually withholds any attempt to predict for fear of giving the wrong answer (Hittleman, 19?8). Several good reasons are evidenced as to why making predictions prior to reading seems to be effective. One important aspect of the prediction strategy is that it establishes a purpose for reading which is reader-centered rather than teacher or textcentered (Hittleman, 1978; Shanahan, 1983). Prediction requires the reader to make use of prior knowledge relevant to l1l3.terial read (Hittleman, 19?8). This is supported by Daines' (1982) views:" @default.
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• W257769736 title "P-R-E-V Teaching Predictions and Concepts Simultaneously" @default.
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