This study explored the dimensionality of multiple-text comprehension strategies in a sample of 216 Norwegian education undergraduates who read seven separate texts on a science topic and immediately afterwards responded to a self-report inventory focusing on strategic multiple-text processing in that specific task context. Two dimensions were…

One way of helping learners to develop knowledge, skills, and predispositions essential for independent learning is by teaching reading in content areas to help learners acquire the necessary strategies to use reading and writing to gain new knowledge. Conent area texts pose differing demands because each body of knowledge has its own framework…

Users of educational hypertext are faced with the challenge of creating meaning both within and between texts. Cohesion is an important factor contributing to whether a reader is able to capture meaning and comprehend text. When readers are required to fill in conceptual gaps in text, comprehension can fail if they do not have sufficient…

This 3-year project examined the processes and strategies employed by English-as-a-Second-Language (ESL) and native-English-speaking students when learning from academic texts. A conceptual model guided the analysis of talk aloud protocols elicited from students as they answered questions from textbook materials used in an introductory…

J. D. Bransford's tetrahedral model of learning considers four variables: (1) learning activities, (2) characteristics of the learner, (3) criterial tasks, and (4) the nature of the materials. Bransford's model provides a research-based theoretical framework that can be used to teach, model, and have students apply a variety of study strategies to…

This book explores 15 practical literacy strategies that can be used across grade levels (K-College) and content areas. The easy-to-use book offers an overview of the research and best practices associated with each literacy strategy--and it defines each strategy. It explores proven instructional methods such as metacognition, literacy circles,…

Challenges the widely endorsed practice of activating relevant knowledge prior to reading. Outlines a perspectival (perspective-relative) view of reading and suggests that this view provides a means to make coherent sense of interpretations. Concludes that having specific knowledge is not the main desideratum in interpreting texts--the main…

Predicated on the assumption that many of the problems exhibited by learning disabled children arise from difficulties they have in processing information, the program of research described in this paper was undertaken to (1) identify reading comprehension difficulties that are due to disorders in the reader, and (2) design and test effective…