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Reevaluating and Restructuring Comprehension Strategy Instruction.

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Title: Reevaluating and Restructuring Comprehension Strategy Instruction.
Authors: Dewitz, Peter, Graves, Michael F.
Source: Reading Teacher. Jul/Aug2024, Vol. 78 Issue 1, p17-26. 10p.
Subjects: Comprehension strategies, Reading comprehension, Comprehensive instruction (Reading), Middle school curriculum, Metacognition, Academic motivation
Abstract: In the face of arguments that knowledge is the key to reading comprehension, we examined the evidence for comprehension strategies instruction. Since the National Reading Panel Report, a number of researchers have reaffirmed the value of including comprehension strategy instruction in the elementary and middle school curriculum. The latest reviews and meta‐analyses indicate that teaching comprehension strategies improves children's and adolescents' reading comprehension. We outline what strategies should be taught, when, how, and how much. Differentiation of instruction is vital because students who struggle to comprehend benefit more from comprehension strategy instruction than students who are already expert readers. [ABSTRACT FROM AUTHOR]
Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Reevaluating and Restructuring Comprehension Strategy Instruction.
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  Data: <searchLink fieldCode="AR" term="%22Dewitz%2C+Peter%22">Dewitz, Peter</searchLink><br /><searchLink fieldCode="AR" term="%22Graves%2C+Michael+F%2E%22">Graves, Michael F.</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Reading+Teacher%22">Reading Teacher</searchLink>. Jul/Aug2024, Vol. 78 Issue 1, p17-26. 10p.
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  Data: In the face of arguments that knowledge is the key to reading comprehension, we examined the evidence for comprehension strategies instruction. Since the National Reading Panel Report, a number of researchers have reaffirmed the value of including comprehension strategy instruction in the elementary and middle school curriculum. The latest reviews and meta‐analyses indicate that teaching comprehension strategies improves children's and adolescents' reading comprehension. We outline what strategies should be taught, when, how, and how much. Differentiation of instruction is vital because students who struggle to comprehend benefit more from comprehension strategy instruction than students who are already expert readers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Teacher is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/trtr.2308
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        Text: English
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      – SubjectFull: Comprehension strategies
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      – SubjectFull: Comprehensive instruction (Reading)
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      – SubjectFull: Middle school curriculum
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      – SubjectFull: Academic motivation
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      – TitleFull: Reevaluating and Restructuring Comprehension Strategy Instruction.
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              Text: Jul/Aug2024
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