What should comprehension instruction be the instruction of pressley

Fisher, Jean B. Schumaker, Donald D. Simpson and Sherrie L. A subject index and an author index are included. Guilford Publications, Inc. Tel: Toll Free ; Fax: ; e-mail: info guilford.

Pearson Eds. Effects of long term vocabulary instruction on lexical access and reading comprehension. Journal of Educational Psychology, 74, Breznitz, Z. Effects of accelerated reading rate on memory for text among dyslexic readers.

Journal of Educational Psychology, 89, Enhancing the reading of dyslexic children by reading acceleration and auditory masking. Brown, R.

A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers.

Journal of Educational Psychology, 88, Cordon, L. Strategy use on standardized reading comprehension tests. Dickinson, D. Long-term effects of preschool teachers' book readings on low-income children's vocabulary and story comprehension. Reading Research Quarterly, 29, Duffy, G. Effects of explaining the reasoning associated with using reading strategies.

Reading Research Quarterly, 22, Durkin, D. What classroom observations reveal about reading comprehension instruction. Reading Research Quarterly, 14, Durso, F. Organized instruction for the improvement of word knowledge skills. Journal of Educational Psychology, 83, Elley, W. Vocabulary acquisition from listening to stories. Reading Research Quarterly, 24, Flower, L. Reading to write: Exploring a cognitive and social process.

New York: Oxford University Press. Gough, P. Context, form, and interaction. Rayner Ed. New York: Academic. Word recognition. Some observations on a simple view of reading. Oakhill Eds. Mahwah, NJ: Erlbaum. Guthrie, J. Locating information in documents: Examination of a cognitive model. Reading Research Quarterly, 23, Isakson, R. Sensitivity to syntactic and semantic cues in good and poor comprehenders. Journal of Educational Psychology, 68, Iversen, S. Phonological processing skills and the Reading Recovery program.

Journal of Educational Psychology, 85, Kamil, M. Handbook of reading research: Volume III. Keene, E. Mosaic of thought: Teaching comprehension in a reader's workshop. Portsmouth NH: Heinemann. LaBerge, D. Toward a theory of automatic information processing in reading.

Cognitive Psychology, 6, Martin, V. Elaborative-interrogation effects depend on the nature of the question. Morrow, L. The effect of a literature-based program integrated into literacy and science instruction with children from diverse backgrounds.

Reading Research Quarterly, 32 1 , Nagy, W. Learning word meanings from context during normal reading. American Educational Research Journal, 24, National Reading Panel.

Report of the National Reading Panel: Teaching children to read. Department of Health and Human Services. Available: www. Nicholson, T. Do children read words better in context or in lists? A classic study revisited. Palincsar, A. Highly Influenced. View 24 excerpts, cites background. View 10 excerpts, cites background. View 16 excerpts, cites background. View 4 excerpts, cites background. View 8 excerpts, cites background and results.

View 5 excerpts, cites background. View 6 excerpts, cites background. An exploration of strategies to enhance grade 8 learners' reading comprehension skills.