The DOI matches its Crossref record; 35 of the 35 references it cites were found in a registry or an index.
Strategies That Improve Children's Memory and Comprehension of Text
Abstract
Many reading comprehension strategies have been proposed, but only some have proven potent with elementary school children. Strategies that are supported by research evidence are discussed, and, thus, a fairly small set of strategies is recommended. The research on summarization, representational- and mnemonic-imagery, story-grammar, question-generation, question-answering, and prior-knowledge activation strategies is reviewed here. Effective teaching of these strategies is also discussed, with particular emphasis on direct explanation approaches to strategy instruction. Thorough teaching of a few effective reading strategies can be defended based on available research evidence; this approach can be incorporated into ongoing content-based instruction, with development of reading comprehension strategies occurring throughout the school day and across the curriculum.
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Metadata
- Authors
- Pressley, M., Johnson, C. J., Symons, S., McGoldrick, J. A., & Kurita, J. A.
- Venue
- The Elementary School Journal
- Publisher
- University of Chicago Press
- Published
- 1989-09
- Volume
- 90
- Issue
- 1
- Pages
- 3-32
- ISSN
- 0013-5984 (ISSN-L)
- 1554-8279
- OpenAlex
- W1963677263
- Cited by
- 281
- References
- 35
- FWCI
- 14.41
- Type
- journal article
- Language
- en
- Open access
- closed
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