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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ553921
Record Type: CIJE
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-2194
What We Know about Translating Comprehension-Strategies Instruction Research into Practice.
Pressley, Michael; El-Dinary, Pamela Beard
Journal of Learning Disabilities, v30 n5 p486-88,512 Sep-Oct 1997
Focuses on the challenges educators have encountered in translating comprehension-strategies instruction research into workable, school-based interventions and, ultimately, into classroom practice. Research indicates teachers worry about the feasibility, fit, and scope of comprehension-strategies instruction. The need for technical and conceptual support is discussed. (Author/CR)
Descriptors: Comprehension, Disabilities, Educational Practices, Educational Research, Evaluation Methods, Exceptional Child Research, Intervention, Knowledge Base for Teaching, Research Utilization, Researchers, Resistance to Change, Special Education, Teacher Attitudes, Theory Practice Relationship
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A