What should comprehension instruction be the instruction of

By M. Pressley. 2000

816 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Safety Research

View Paper: https://www.semanticscholar.org/paper/2f4ca3863b65d1f3ad39a48af9bc0f19bc004371

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Citations in the corpus

A Comparison of the Metacognitive Reading Strategies Used by EFL and ESL Readers. (2010, background): “Through metacognitive strategies, a reader allocates significant attention to controlling, monitoring, and evaluating the reading process (Pressley, 2000; Pressley, Brown, El-Dinary, & Afflerbach, 1995).”
Assessing students' Metacognitive Awareness of Reading Strategies (2002, methodology): “The research on metacognition and reading comprehension is extensive (for recent reviews of the multidimensional nature of text comprehension, see especially Alexander & Jetton, 2000; and Pressley, 2000).”
Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening (2005, background): “Although acknowledged as an important part of a complete and balanced reading program (National Reading Panel, 2000), comprehension often has been overlooked in early reading instruction (Cain, Oakhill, & Bryant, 2004; Dole, Duffy, Roehler, & Pearson, 1991; Oakhill, Cain, & Bryant, 2003; Paris & Par”
Children's and Young People's Reading Habits and Preferences The who, what, why, where and when (2005, background): “Thus, “the frequent admonition for children to ‘Read, read, read’ makes sense in that extensive reading promotes fluency, vocabulary, and background knowledge” (Pressley, 2000, p. 556).”
Metacognitively competent reading comprehension is constructively responsive reading: how can such reading be developed in students? (2006, background): “seeking clarification when confused, interpreting, and summarizing (Pressley, 2000).”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, neutral): “We rely on the perspective offered by cognitive science to organize our review, as it provides a potential framework for coordinating research on reading intervention (e.g., Pressley, 2000).”
Self-Regulation through Transactional Strategies Instruction (2007, background): “They make predictions about the content of text based on prior knowledge, ask themselves questions and look for answers in text, make inferences as reading proceeds, construct mental images consistent with the relationships mentioned in text, seek clarification when confused, and summarize (Pressley”
Fostering the reading comprehension of secondary school students through peer-assisted learning: Effects on strategy knowledge, strategy use, and task performance (2009, methodology): “Since an elaborated understanding of reading strategies is often seen as a precondition for applying a strategy outside the instructional context (Deshler & Schumaker, 1988; Pressley, 2000), PALS students are likely to be better preTable 3”
LANGUAGE LEARNING STRATEGY INSTRUCTION: CURRENT ISSUES AND RESEARCH (2005, background): “Reading Comprehension Strategies Studies Although reading strategy interventions in first language contexts have been plentiful (see, for example, Pressley, 2000), this modality has attracted less attention among language learning instruction researchers.”
Learning reading strategies by triggering reading motivation (2003, neutral): “The following strategies are, according to different studies in the area of reading comprehension (National Reading Panel, 2000; Pearson, 2001; Pressley, 1998, 2000; Rand Reading Study Group, 2002), essential for the reading process to go well: determination of a reading objective; activation and…”
3. RESEARCH ON TEACHING READING (2004, background): “…value in teaching strategies as combined-strategies instruction rather than as independent processes or as processes taught independently of basic comprehension with instructional texts (Baker, 2002; Duke & Pearson, 2002; Guthrie & Ozgungor, 2002; Pearson & Duke, 2002; Pressley 2000, 2002a, 2002b).”