Web-Based Reading Comprehension Instruction: Three Studies of 3D-Readers

Research output: Chapter in Book/Report/Conference proceedingChapter

8 Scopus citations

Abstract

Decades of research support the finding that strong text comprehenders use strategies when they read (National Reading Panel [NRP], 2000; Palincsar and Brown, 1984; Pressley, 2000). Strategy instruction traditionally has not received much time in the classroom (Durkin, 1978-1979). This situation has not changed appreciably over time. In fact, observational research suggests that strategy instruction is largely absent in classroom-based curricula and pedagogy. Furthermore, when strategy instruction is part of classroom curricula, its quality is often problematic in that the strategies are enacted in a routine fashion and rarely for the purpose of enhancing cognitive engagement (Garcia, Pearson, and Taylor, 2004).

Original languageEnglish (US)
Title of host publicationReading Comprehension Strategies
Subtitle of host publicationTheories, Interventions, and Technologies
PublisherTaylor and Francis
Pages293-324
Number of pages32
ISBN (Electronic)9781136679292
ISBN (Print)9780203810033
DOIs
StatePublished - Jan 1 2007

ASJC Scopus subject areas

  • Social Sciences(all)
  • Psychology(all)

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