Identifying and Describing Constructively Responsive Comprehension Strategies in New and Traditional Forms of Reading

By Susan E. Israel, Gerald G. Duffy. 2014

182 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/5e58b4ebc575abf7e43e2c86b28e374377647a3a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Effects of reading strategy instruction in English as a second language on students’ academic reading comprehension (2021, background): “A reading strategy is therefore the mental tool that the reader may apply consciously, or semi-consciously, to monitor, repair or comprehend what they read (Afflerbach & Cho, 2009).”
New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment (2017, background): “Thus, in addition to constructing knowledge in their minds, readers also physically construct the texts they read online (Afflerbach & Cho, 2008; Coiro & Dobler, 2007).”
Toward an Integrated Framework of Multiple Text Use (2019, background): “Comprehension monitoring reflects students’ attendance to their understanding of texts during task completion (Afflerbach & Cho, 2009).”
The benefits of metacognitive reading strategy awareness instruction for young learners of English as a second language (2019, background): “Good readers are strategic and motivated in setting goals for reading; they also identify and remember information, monitor and evaluate as they read (Afflerbach & Cho, 2009; Duke & Pearson, 2002).”
The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “Individuals must often read to locate; corroborate; evaluate; organize; and, of importance, combine ideas expressed across several texts (Afflerbach & Cho, 2009; Anmarkrud et al., 2014; Goldman et al., 2010; Goldman et al., 2012; Hagen, Braasch, & Bra ten, 2014; Rouet, 2006; Wineburg, 1991).”