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ERIC Number: EJ876264
Record Type: Journal
Publication Date: 2010-Mar
Pages: 6
Abstractor: As Provided
Reference Count: 18
ISSN: ISSN-0034-0561
Kindergartners Can Do It, Too! Comprehension Strategies for Early Readers
Gregory, Anne E.; Cahill, Mary Ann
Reading Teacher, v63 n6 p515-520 Mar 2010
Comprehension strategy instruction has been widely studied in the past 10 years. We now know that students who actively engage and interact with text using particular cognitive strategies are more likely to understand and remember more of what they have read. Students who use these strategies are able to access knowledge that is outside the realm of their personal experience. These cognitive strategies have historically been successfully taught to students in the upper grades. However, until recently, there has been very little research that exists which examines the efficacy of teaching comprehension strategies and facilitating their use with emergent readers. This article depicts the teaching of these strategies in a kindergarten classroom and the resulting possibilities and explorations that occurred following successful strategy instruction. (Contains 4 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A