PERSPECTIVES ON SECONDARY SCHOOL READING: IMPLICATIONS FOR INSTRUCTION

We examine secondary school reading instruction from the information-processing and sociocultural perspectives. After reviewing the research on cognitive strategy instruction and its effectiveness with students experiencing reading difficulties, we describe how societal expectations and culturally derived norms mediate such instruction. Finally, drawing from both perspectives, we present a set of integrated instructional implications that include using text structure, summarizing complex information, performing self-questioning, activating prior knowledge, and elaborating through guided imagery.