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Using Knowledge Models to Understand Steady States (Learning from Exposition).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1991
Discusses teaching strategies to present the two most basic ways of organizing information about a steady state phenomenon: pictorial knowledge models and diagrammatic knowledge models. Presents ways of organizing these types of information according to known points of reference and observation. (SR)
Descriptors: Content Area Reading, Elementary Secondary Education, Models, Reading Comprehension
Understanding Definitions, Descriptions, and Comparison/Contrasts (Learning from Exposition).
Peer reviewed Peer reviewed
Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1991
Presents a teaching strategy which uses points of reference (or basic underlying concepts) to help students understand definitions, descriptions, and comparisons/contrasts, and models its use. Notes that understanding the importance of points of reference is one of the first steps in the technique called "knowledge modeling." (SR)
Descriptors: Content Area Reading, Definitions, Elementary Secondary Education, Prior Learning
Understanding Knowledge Models of Simple Events (Learning from Exposition).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1992
Presents three types of simple events knowledge models: (1) a simple list of events; (2) a list of cause-effect sequences; and (3) a list of events that describe a problem and its solution. (SR)
Descriptors: Cognitive Structures, Content Area Reading, Learning Processes, Learning Strategies
Understanding Process Knowledge Models (Learning from Exposition).
Peer reviewed Peer reviewed
Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1992
Considers event phenomena and how such phenomena might be understood in terms of process knowledge models. Presents the step and stage process knowledge model, the classification process knowledge model, and the conditional process knowledge model. (SR)
Descriptors: Cognitive Structures, Content Area Reading, High Schools, Learning Processes
Extending Prose Comprehension through Knowledge Modeling (Learning from Exposition).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1991
Describes how prior knowledge, current text, future text, and prior text all play a part in knowledge acquisition. States that most content area reading instruction emphasizes only current text. Notes that future columns will address this issue by introducing a method for teaching comprehension of exposition called "knowledge modeling." (SR)
Descriptors: Content Area Reading, Elementary Secondary Education, Prior Learning, Reading Comprehension
Profiling Students' Quantitative Literacy Abilities: An Approach with Precision (Document Strategies).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Presents an instrument to observe students' quantitative literacy abilities. Discusses document strategy factors and quantitative factors contributing to task difficulty. (SR)
Descriptors: Content Area Reading, Mathematics Instruction, Reading Processes, Reading Strategies
Strategies for Solving Math Document Problems (Document Strategies).
Peer reviewed Peer reviewed
Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1993
Discusses using the procedures of identification, problem formulation, and computation to solve two different types of math document problems: those involving locate procedures and those involving cycling procedures. (SR)
Descriptors: Content Area Reading, Elementary Secondary Education, Mathematics Instruction, Reading Processes
Understanding Cases and Classes through Knowledge Modeling (Learning from Exposition).
Peer reviewed Peer reviewed
Kirsch, Irwin S.; Mosenthal, Peter B. – Journal of Reading, 1992
Discusses helping students understand cases and classes through knowledge modeling. Discusses classification and human cognition, and classification and pictorial knowledge models. Provides classroom extension activities. (SR)
Descriptors: Classification, Cognitive Structures, Content Area Reading, Elementary Secondary Education
Generate Strategies: Coping without Cues and Clues (Document Strategies).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Describes three "generate" strategies for seeking information in text when expected clues are missing. (SR)
Descriptors: Class Activities, Content Area Reading, Elementary Secondary Education, Metacognition
Profiling Students' Document Strategy Abilities (Document Strategies).
Peer reviewed Peer reviewed
Mosenthal, Peter B.; Kirsch, Irwin S. – Journal of Reading, 1993
Discusses how to create a profile of students' abilities to apply document strategies (locate, cycle, and integrate strategies). (SR)
Descriptors: Class Activities, Content Area Reading, Elementary Secondary Education, Metacognition