Strategies That Work: Teaching Comprehension to Enhance Understanding.

By S. Harvey, A. Goudvis. 2000

434 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2afe6c1996dd6cb67a3722fca2aaf675485f8a20

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

Improving Adolescent Literacy: Effective Classroom and Intervention Practices. IES Practice Guide. NCEE 2008-4027. (2008, background): “Blanchowicz and Ogle (2001); Harvey and Goudvis (2000); Keene (2006); Keene and Zimmerman (1997); McLaughlin and Allen (2001); Oczkus (2004); Outsen and Yulga (2002); Stebick and Dain (2007); Tovani (2004); Wilhelm (2001); Zwiers (2004).”
Contributions of Study Skills to Academic Competence (2002, background): “Overall, study-skills instruction has been shown to improve academic performance, strategic knowledge, and affective responses among students with learning problems across multiple academic domains (Harvey & Goudvis, 2000).”
The Language Demands of Science Reading in Middle School (2006, neutral): “…chunking, and prosody monitoring (e.g., Hudson, Lane, & Pullen, 2005; Rasinski, 2003); and cognitive and metacognitive strategies, such as predicting, inferencing, making connections, visualizing, and think-aloud (e.g., Harvey & Goudvis, 1999; Topping & McManus, 2002; Tovani, 2000; Wilhelm, 2001).”
Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story (2008, neutral): “M at ri x fo r pl an ni ng d if fe re nt ia te d le ss on s. 520 Journal of Advanced Academics egies (Harvey & Goudvis, 2000; Keene & Zimmermann, 1997), or word recognition skills.”
Understanding the Language Demands of Schooling: Nouns in Academic Registers (2006, positive): “…and metacognitive strategies such as predicting, making connections, thinking aloud, inferencing, visualizing, summarizing, and dramatizing (Harvey & Goudvis, 1999; Keene & Zimmerman, 1997; Tovani, 2000; Wilhelm, Baker, & Dube, 2001) are, although important, often inadequate to ensure text…”
Co-Constructors of Data, Co-constructors of Meaning: Teacher Professional Development in an Age of Accountability (2008, background): “He also helped students ‘‘chunk text’’ (Harvey & Goudvis, 2000; Tovani, 2004) and summarize what they had read in each section.”
Expanding Perspectives for Comprehending Visual Images in Multimodal Texts (2011, positive): “In conjunction with this body of research, pedagogical frameworks for teaching cognitive strategies have been proposed (Beers, 2003; Burke, 2001; Harvey & Goudvis, 2000; Santman, 342 350) 343 Ex pa nd in g Pe rs pe ct iv es f or C om pr eh en di ng V is ua l Im ag es i n M ul ti m od al T ex ts and…”
Telling Stories and Making Books: Evidence for an Intervention to Help Parents in Migrant Head Start Families Support Their Children's Language and Literacy (2010, background): “Ask includes the strategies of asking wh- questions (Harvey & Goudvis, 2000; Lyon, 1998, 1999; McGuigan & Salmon, 2004; Peterson et al., 1999; Tharp & Entz, 2003; Whitehurst et al., 1994; Whitehurst & Lonigan, 1998) and asking for information, opinions, and feelings (Bloom & Tinker, 2001; Hart &…”
Zoom: A Review of the Literature on Marginalized Adolescent Readers, Literacy Theory, and Policy Implications (2006, background): “A current approach to teaching comprehension is to describe what “good readers” do to understand text and to explicitly teach those strategies to struggling readers (Harvey & Goudvis, 2000; Flood & Lapp, 2000; Pressley, 2000; Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999; Wilhelm, 1997).”