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Instruction of Research-Based Comprehension Strategies in Basal Reading Programs.

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Title: Instruction of Research-Based Comprehension Strategies in Basal Reading Programs.
Authors: Pilonieta, Paola (AUTHOR)
Source: Reading Psychology. Mar/Apr2010, Vol. 31 Issue 2, p150-175. 26p. 8 Charts, 3 Graphs.
Subjects: Comprehension strategies, Learning strategies, Reading strategies, Teaching methods, Elementary schools, Basal readers, Basal reading instruction, Reading materials, Apperception
Abstract: Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two thirds of instructional recommendations were research-based strategies; several strategies did not appear in basals, and others received minimal attention. Findings suggest that though the state of comprehension instruction in basals is not as dire as previous research suggests, improvements can be made. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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: Instruction of Research-Based Comprehension Strategies in Basal Reading Programs.
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  Data: <searchLink fieldCode="AR" term="%22Pilonieta%2C+Paola%22">Pilonieta, Paola</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Mar/Apr2010, Vol. 31 Issue 2, p150-175. 26p. 8 Charts, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Comprehension+strategies%22">Comprehension strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+strategies%22">Reading strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Basal+readers%22">Basal readers</searchLink><br /><searchLink fieldCode="DE" term="%22Basal+reading+instruction%22">Basal reading instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+materials%22">Reading materials</searchLink><br /><searchLink fieldCode="DE" term="%22Apperception%22">Apperception</searchLink>
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  Label: Abstract
  Group: Ab
  Data: Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two thirds of instructional recommendations were research-based strategies; several strategies did not appear in basals, and others received minimal attention. Findings suggest that though the state of comprehension instruction in basals is not as dire as previous research suggests, improvements can be made. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=49151968
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/02702710902754119
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 26
        StartPage: 150
    Subjects:
      – SubjectFull: Comprehension strategies
        Type: general
      – SubjectFull: Learning strategies
        Type: general
      – SubjectFull: Reading strategies
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Elementary schools
        Type: general
      – SubjectFull: Basal readers
        Type: general
      – SubjectFull: Basal reading instruction
        Type: general
      – SubjectFull: Reading materials
        Type: general
      – SubjectFull: Apperception
        Type: general
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      – TitleFull: Instruction of Research-Based Comprehension Strategies in Basal Reading Programs.
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              M: 03
              Text: Mar/Apr2010
              Type: published
              Y: 2010
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              Value: 31
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            – TitleFull: Reading Psychology
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