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- W2593489883 abstract "Unsatisfactory performance on class room reading assignments is fre quently one of the first indications that a student is having difficulty with reading comprehension. How ever, in attempts to identify the source of the student's difficulty, traditional assessment procedures rarely include a systematic examin ation of how students approach their everyday classroom assignments. Classroom reading activities take place in a variety of settings (e.g., reading group vs. social studies class), in different forms (e.g., main idea worksheets vs. end-of-chapter questions), and for different purposes (e.g., to acquire new reading skills vs. to learn information). In addition, the demands of classroom reading assignments vary with each teacher's expectations. Therefore the student's perception of these activities is impor tant to our picture of that child's comprehension skill. This article describes an individual interview procedure for gathering information about students' percep tions of classroom reading activities. It can help the teacher see how an individual's comprehension perfor mance relates to the varying demands of classroom reading tasks. The need to take into consideration the factors associated with classroom activities is underscored by recent research on reading comprehension, which indicates that comprehension is an active process in which meaning is constructed as a result of an" @default.
- W2593489883 created "2017-03-16" @default.
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- W2593489883 date "1984-01-01" @default.
- W2593489883 modified "2023-09-26" @default.
- W2593489883 title "An Interview for Assessing Students' Perceptions of Classroom Reading Tasks." @default.
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