ERIC Number: EJ383759
Record Type: Journal
Publication Date: 1989
Reference Count: N/A
Postsecondary, Teacher Directed Comprehension Strategies.
Mealey, Donna L.; Nist, Sherrie L.
Journal of Reading, v32 n6 p484-93 Mar 1989
Examines the theoretical and research perspectives (including metacognition, schema theory, and text structure) related to the direct instruction of comprehension at the college level for developmental readers. Concludes that many such strategies are not grounded in solid research bases and recommends that future research focus on the developmental population. (RS)
Descriptors: Advance Organizers, Directed Reading Activity, Graphic Organizers, Higher Education, Holistic Approach, Metacognition, Questioning Techniques, Reading Ability, Reading Comprehension, Reading Strategies, Remedial Reading, Schemata (Cognition), Study Guides, Text Structure, Theory Practice Relationship
Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Authoring Institution: N/A