The DOI matches its Crossref record; 5 of the 5 references it cites were found in a registry or an index.
Moving from the Old to the New: Research on Reading Comprehension Instruction
Abstract
This article is an attempt to integrate findings from research about comprehension processes, comprehension strategies, and teaching strategies in order to inform instructional practice in reading comprehension. The article begins with a discussion of traditional views about reading and how those views have shaped the current comprehension curriculum in American schools. A view of comprehension based on recent models of the reading process is presented next as a basis for reconceptualizing the comprehension curriculum as a set of five effective comprehension strategies. From research on teaching comes a foundation for establishing a new view of instruction, one that focuses on the negotiation of meaning among students and teachers through teachers’ instructional actions. Instructional recommendations, based on the research synthesized in this article, and questions for future research bring the article to a close.
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Citations
Cites
Situated Cognition and the Culture of Learning
Brown, J. S., Collins, A., & Duguid, P. (1989) · Educational Researcher · doi:10.3102/0013189x018001032 · Cited by 13,645
Levels of processing: A framework for memory research
Craik, F. I. M., & Lockhart, R. S. (1972) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(72)80001-x · Cited by 9,566
Skinner, B. F. (1957) · doi:10.1037/11256-000 · Cited by 5,759
Sentence memory: A constructive versus interpretive approach
Bransford, J. D., Barclay, J. R., & Franks, J. J. (1972) · Cognitive Psychology · doi:10.1016/0010-0285(72)90003-5 · Cited by 908
The Interaction of Domain-Specific and Strategic Knowledge in Academic Performance
Alexander, P. A., & Judy, J. E. (1988) · Review of Educational Research · doi:10.3102/00346543058004375 · Cited by 728
Cited by
Schraw, G., Crippen, K. J., & Hartley, K. (2006) · Research in Science Education · doi:10.1007/s11165-005-3917-8 · Cited by 1,529
Edmonds, M. S., Vaughn, S., Wexler, J., Reutebuch, C., Cable, A., Tackett, K. K., & Schnakenberg, J. W. (2009) · Review of Educational Research · doi:10.3102/0034654308325998 · Cited by 599
McKeown, M. G., Beck, I. L., & Blake, R. G. K. (2009) · Reading Research Quarterly · doi:10.1598/rrq.44.3.1 · Cited by 369
Research on the Role of Classroom Discourse As It Affects Reading Comprehension
Nystrand, M. (2006) · Research in the Teaching of English · doi:10.58680/rte20065107 · Cited by 351
Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996) · Journal of Educational Psychology · doi:10.1037//0022-0663.88.1.18 · Cited by 348
Metadata
- Authors
- Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D.
- Venue
- Review of Educational Research
- Publisher
- SAGE Publications
- Published
- 1991
- Volume
- 61
- Issue
- 2
- Pages
- 239
- ISSN
- 0034-6543 (ISSN-L)
- OpenAlex
- W2169306834
- Cited by
- 741
- References
- 5
- FWCI
- 33.57
- Type
- journal article
- Language
- en
- Open access
- closed
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- CoChat. (2026). Citation check: Moving from the Old to the New: Research on Reading Comprehension Instruction. https://app.cochat.ai/papers/10.2307/1170536
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- Dole, J. A., Duffy, G. G., Roehler, L. R., & Pearson, P. D. (1991). Moving from the Old to the New: Research on Reading Comprehension Instruction. Review of Educational Research. https://doi.org/10.2307/1170536
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
