Purpose: In this article, we respond to Catts and Kamhi's (2017) argument that reading comprehension is not a single ability. Method: We provide a brief review of the impact of strategy instruction, the importance of knowledge in reading comprehension, and possible avenues for future research and practice. Results: We agree with Catts and Kamhi's…

Learning outcomes and reading behaviors of 171 sixth-graders were investigated while they read expository text and answered adjunct questions. The 2,400-word text was divided into four lessons, and students answered text explicit-, text implicit-, or no questions (a control group) as they read silently and were videotaped. In addition, the…

Identifies previous metaphors for memory, such as Aristotle's "wax tablet" and the numerous storage and retrieval metaphors, and how storage metaphors are hampering reading research. (JC)

Analyzes adult literacy students' utilization of orthographic and phonological strategies to read sight words, to decode nonwords, to spell words, and to detect rhyming words. Indicates that when encountering difficulties adults were less likely than children to use phonological strategies and were more likely than children to rely on visual or…

Reviews research and instruction using think alouds. Notes that teachers using think alouds to model strategies implies a model of learning in which teachers construct knowledge and transmit it to their students. Suggests that using students as think aloud models represents a more recent theory of knowledge as socially constructed and represents…

Examines fifth grade students' metacognitive response to ambiguous literacy tasks and explores the relationship between that response and academic achievement. Finds that a relationship exists between the depth and functionality dimensions: the greater the depth of metacognitive plans, the more likely they are to lead to academic success. (MG)

A study conducted three experiments focusing on understanding the information processes children use in learning to read Chinese, evaluating the learning differences between skilled and unskilled readers. To understand the strategies of character identification children use, participants in experiment 1, 10 Taiwanese elementary students (five…

This study examined the effects of instruction versus no instruction of comprehension monitoring strategies on the metacognitive awareness and reading achievement of third and fifth grade students. The study also examined the effects of direct instruction of a written or checksheet comprehension monitoring strategy on the metacognitive awareness…

Notes that recent research shows the significance of ownership of the writing process and explains how teachers can help students own the reading experience as well. (FL)

Reviews the major theoretical statements regarding the contribution of literature to reading development, noting that they fall into two interwoven strands: the notion of learning to read through literature, and learning to read literature. Evaluates the empirical evidence supporting the claim that literature plays an important role in learning to…

A study investigated the use of graphic organizers in classrooms--specifically examined was the use of graphic organizers as visual and organizational tools to facilitate student comprehension of expository text. Subjects consisted of 107 kindergarten through eighth-grade teachers (both regular and special educators) teaching in rural and urban…

Examines the search strategies of fifth graders who were asked locate the answers to three specific questions in an unfamiliar book, all of which contained terms that could be found in the book's index. Finds that students who were asked guiding questions before and during their search were more successful than their counterparts who were simply…

The ninth in a series of studies to improve the strategies that poor reading comprehenders use to study text began as a training study containing three components: strategies to be taught, instructional mode by which they would be taught, and the metacognitive environment for the instruction. After identifying four strategies that merited…

This study offers an alternative to traditional notions of scaffolding for reading comprehension by tracing the evolution of a fifth-grade small group literature conversation in which the teacher sought to displace himself as "primary knower" (Berry, 1981) in the conversation. The study examines how the teacher shared evaluation with his…

A study examined a reading strategy--story retelling--to determine whether it would enhance comprehension, vocabulary, and develop a sense of competency in students who lacked reading strategies. Subjects of the study were 10 learning disabled children, ages 12-14. The study was conducted over an 8-week period. Two samples were created using…