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Peer reviewed Peer reviewed
ERIC Number: EJ592736
Record Type: Journal
Publication Date: 1997
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0279-6015
Skilled Comprehension and Its Development through Instruction.
Pressley, Michael; Wharton-McDonald, Ruth
School Psychology Review, v26 n3 p448-66 1997
Addresses myth that children can comprehend text simply because they can decode the words in it. Provides evidence to support claim that developing readers benefit from explicit teaching of comprehension strategies via direct explanation and modeling of strategies. (Author/JDM)
Publication Type: Information Analyses; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A