An introduction to strategic reading comprehension.

By A. Graesser. 2007

226 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e3dd1d40e12857b8118db3143ee0082b9afd4922

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Citations in the corpus

The Discrepancy-Induced Source Comprehension (D-ISC) Model: Basic Assumptions and Preliminary Evidence (2017, background): “Accordingly, when readers experience coherence breaks during reading, they will increase their cognitive efforts to strategically resolve them by way of inferences and reinterpretations of the events described in a text (Graesser, 2007).”
The Impact of a Strategy-Based Intervention on the Comprehension and Strategy Use of Struggling Adolescent Readers. (2010, methodology): “The theories that frame this article also acknowledge the significance of context in influencing the reading process (Alexander, 2005–2006; Graesser, 2007; Kintsch, 1998).”
The Role of Epistemic Beliefs in the Comprehension of Multiple Expository Texts: Toward an Integrated Model (2011, methodology): “…regarded as an extension of Kintsch’s (1988, 1998) construction-integration model of single-text understanding, which can account for a large body of experimental reading data, such as reading times, activation of concepts, sentence recognition, text recall, and text summarization (Graesser, 2007).”
Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches (2009, background): “Graesser (2007) suggested that in the construction–integration model, “strategies exist but they do not drive the comprehension engine.”
Bridging Reading Comprehension and Conceptual Change in Science Education: The Promise of Refutation Text (2011, background): “The CI Model assumes that multiple levels of memory representations are generated as part of the comprehension process (Graesser, 2007).”
Handbook of Metacognition in Education (2009, background): “These components can be analyzed into myriad subcomponents and subprocesses; theories of comprehension (Graesser, 2007) do just that.”
Higher-Order Comprehension Processes in Struggling Readers: A Perspective for Research and Intervention (2007, unknown): “Future iterations of existing interventions and the development of new ones would benefit from making explicit connections to research on reading processes (Graesser, 2007).”
The Role of Executive Functions in Reading Comprehension (2017, background): “Inevitably, this alsomeans moving toward greater specification and approximation of strategic processing in existing reading comprehensionmodels, as it is oftennecessary for deeper comprehension tooccur (Graesser 2007).”