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Strategies That Improve Children's Memory and Comprehension of Text

Michael Pressley, Carla J. Johnson, Sonya Symons, Jacqueline A. McGoldrick and Janice A. Kurita
The Elementary School Journal
Vol. 90, No. 1 (Sep., 1989), pp. 3-32
Stable URL: http://www.jstor.org/stable/1001853
Page Count: 30
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Strategies That Improve Children's Memory and Comprehension of Text
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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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