How does the Making Meaning program compare with other programs that teach comprehension strategies?
The instructional approach taken in the Making Meaning program is unique in that strategies are elicited naturally from the students before the teacher labels them. This contrasts with approaches in which the teacher tells students the strategy they will learn and then models this strategy using a think-aloud. For example, rather than teaching inference by doing a think-aloud about an inference she is making, the teacher asks the students questions that naturally elicit inferences (for example, “What is this character like? What in the text makes you think that?”).
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