Training reading comprehension in adequate decoders/poor comprehenders: Verbal versus visual strategies

By Mina C. Johnson-Glenberg. 2000

99 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/aaa63f5d63e948b51e39fe6dd47f08409b707c3b

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

1. J. Verhaeghe
2. Hilde Van Keer
3. L. Meltzer

In Education

1. J. Verhaeghe
2. Hilde Van Keer
3. L. Meltzer

Citations in the corpus

• Executive Function in Education: From Theory to Practice. (2007, background): “Studies have shown marked gains for poor comprehenders when they are taught systematic strategies for integrating and synthesizing information across visual and verbal domains irrespective of their primary deficits (Bell, 1991; Johnson-Glenberg, 2000; Pressley et al., 1994).”
• Effects of Explicit Reading Strategies Instruction and Peer Tutoring on Second and Fifth Graders' Reading Comprehension and Self-Efficacy Perceptions (2005, background): “has revealed that the development of reading competence in the elementary grades can be encouraged by interaction with peers (Almasi, 1996; Fuchs, Fuchs, Mathes, & Simmons, 1997; Johnson-Glenberg, 2000; Mathes & Fuchs, 1994; Mathes, Torgesen, & Allor, 2001; Palincsar & Brown, 1984; Rosenshine & Meis”