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Eissa, Mourad Ali – Online Submission, 2015
The purpose of this study was to explore the effect of a self regulated learning intervention program on cognitive and metacognitive EFL reading comprehension of 9th graders with reading disabilities. The participants in this study were 40 9th Graders with reading disabilities, selected from two schools located in Baltim Educational Edara. A…
Descriptors: Reading Difficulties, Reading Comprehension, Self Management, Cognitive Development
Feldman, Jill; Feighan, Kelly; Kirtcheva, Elena; Heereen, Elizabeth – Journal of Classroom Interaction, 2012
Researchers studied components of a two-year school-wide Striving Readers intervention aimed at bolstering middle school teachers' use of literacy strategies to raise students' reading achievement. Although students of intervention teachers had significantly higher Iowa Test of Basic Skills (ITBS) scores than students of non-participating…
Descriptors: Middle School Students, Adolescents, Reading Difficulties, Middle School Teachers
Dougherty Stahl, Katherine A. – Reading & Writing Quarterly, 2009
This 8-month qualitative study investigated 3 primary classrooms' implementation of a synthesized approach to comprehension instruction that incorporated vocabulary development, cognitive strategies, and responsive engagement. Three themes emerged, including successes and challenges in (a) the implementation of the separate components of the…
Descriptors: Reading Comprehension, Vocabulary Development, Cognitive Development, Student Reaction
Cicchetti, George – 1990
These two manuals, one designed for students and the other for instructors, offer information on the development of reading, listening, and study strategies. The student manual begins with information on the instructional approach that will be used and the characteristics of active readers, writers, planners, listeners, and students. The…
Descriptors: Cognitive Development, Community Colleges, Learning Modules, Learning Strategies

Ohlhausen, Marilyn M.; Roller, Cathy M. – Reading Research Quarterly, 1988
Reports on a study which examined children's and adults' use of text structure and content schemata in isolation and as they interact. Indicates that subjects' ability to select appropriate schemata supported the validity of both schema types. Also finds that structure and content schemata interact with schooling and text to influence processing…
Descriptors: Adolescents, Adults, Cognitive Development, Preadolescents

Harp, Bill – Reading Teacher, 1988
Noting that the reading process is interactive, describes the use of guided imagery as a strategy to help children monitor their own comprehension. Presents support from research. (NH)
Descriptors: Cognitive Development, Imagination, Learning Theories, Reading Comprehension
Development of Text-Processing Skills in High-, Average-, and Low-Achieving Primary School Children.

Vauras, Marja; And Others – Journal of Reading Behavior, 1994
Examines children's comprehension and learning of expository texts on micro-, local-, and global-level processing skills. Finds a gradual increase in higher level processing skills with age. Notes that critical developmental patterns from nine-year olds onward took place in local- and global-level processing. Finds that developmental patterns were…
Descriptors: Academic Achievement, Cognitive Development, Elementary Education, Learning Strategies

Kay, Linda; And Others – Journal of Reading, 1986
The ReQuest procedure, designed to teach students to raise questions independently, has many components that lend themselves to solving some of the problems faced by the teacher of juvenile delinquents. (HOD)
Descriptors: Abstract Reasoning, Adolescents, Cognitive Development, Delinquency
Weisenbach, E. Lynne – 1987
Numerous comprehension strategies can be used successfully with both children's literature and a basal reading series to help children focus on written text during reading. One of the most important techniques is developing background knowledge prior to reading--the overall purpose of which is to help readers relate their existing schemata to the…
Descriptors: Basal Reading, Childrens Literature, Cognitive Development, Elementary Education
Hawk, Jane Ward; Lester, Virda K. – 1985
One of the most effective means of achieving a successful program in reading is the use of the young adult novel to stimulate the adolescent's interest in free reading or even to instill an interest where there is none. A novel which provides pleasurable reading experiences with interesting material at the proper level (such as novels by Judy…
Descriptors: Adolescent Literature, Cognitive Development, Curriculum Enrichment, Literature Appreciation
Burley, JoAnne E.; And Others – 1985
The concept of metacognition involves two processes: an awareness of certain skills--strategies and resources that are needed to perform a task effectively--and the ability to use self-regulatory mechanisms to ensure the successful completion of the given task. A review of the literature suggests that (1) metacognitive development differs among…
Descriptors: Adults, Cognitive Ability, Cognitive Development, Cognitive Processes

Norris, Stephen P.; Phillips, Linda M. – Journal of Reading Behavior, 1994
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…
Descriptors: Cognitive Development, Cognitive Structures, Higher Education, Learning Processes
MacKinnon, G. E., Ed.; Waller, T. Gary, Ed. – 1981
Intended to provide a publication outlet for systematic and substantive reviews and syntheses, both empirical and theoretical, and for integrative reports of programatic research, this volume focuses on current theory and research on word identification and comprehension and explores the implication of this work for the teaching of reading. The…
Descriptors: Cognitive Development, Decoding (Reading), Models, Reading Comprehension

Duffy, Gerald G.; Roehler, Laura R. – Reading Teacher, 1987
Reviews the literature on classroom reading instruction and elaborates the results of a series of studies that hypothesized that high-risk students, such as those typically found in low reading groups, would become more aware of how to reason during reading if their teachers explained the mental acts associated with strategic skill use. (NKA)
Descriptors: Cognitive Development, Critical Reading, Grade 3, Instructional Effectiveness

Roberts, Theresa A. – Contemporary Educational Psychology, 1989
Western and Soviet views of memory-related performance are synthesized. Whether middle childhood-aged students comprehend better with meaning-based (involuntary) strategies due to the importance of semantic focus, and whether adolescent students comprehend better with memory-oriented (voluntary) strategies were studied with 243 students in grades…
Descriptors: Adolescents, Age Differences, Child Development, Children
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