NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1029755
Record Type: Journal
Publication Date: 2014-Feb
Pages: 8
Abstractor: As Provided
Reference Count: 37
ISSN: ISSN-0938-8982
Making Connections: Linking Cognitive Psychology and Intervention Research to Improve Comprehension of Struggling Readers
McMaster, Kristen L.; Espin, Christine A.; van den Broek, Paul
Learning Disabilities Research & Practice, v29 n1 p17-24 Feb 2014
Many studies have demonstrated the efficacy of reading comprehension interventions for struggling readers, including students with learning disabilities. Yet, some readers continue to struggle with comprehension despite receiving these interventions. In this article, we argue that an explicit link between cognitive psychology and intervention research contributes to knowledge regarding "for whom" and "under what conditions" reading comprehension interventions are most likely to be beneficial. First, we provide a brief overview of a cognitive perspective on reading comprehension. Next, we illustrate an application of this perspective by describing a collaborative project in which we examined interactions among reader characteristics, text properties, and instructional contexts. Last, we highlight directions for future research and implications for practice.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A