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Paraphrasing, somewhat different from retelling and summarizing, helps students monitor their understanding and incorporate new knowledge with what they already know about a topic. Paraphrasing helps students realize that comprehension is the goal of reading. تلخيص البحث: إن إعادة صياغة النص مختلفة قليلاً عن كلا إعادة الحكاية والتلخيص فأنها تساعد الطلاب في مراقبة فهمهم وإدماج هذا الفهم الجديد في ما عرفوا سلفاً عن موضوع ما. وكذلك تساعد في إدراك بأن الفهم هو هدف القراءة. 释义重述稍别于复述及总结。释义重述能帮助学生监察他们对新知识的理解，及把一个课题内的新知识加进他们的已有知识。释义重述更能帮助学生认识到理解所阅读的内容是阅读的目标。 Paraphraser, ce qui est différent de redire et de résumer, aide les élèves à piloter leur compréhension et introduit de nouvelles connaissances à ce qu'ils savaient déjà sur un sujet donné. Paraphraser aide les élèves à réaliser que la compréhension est le but de la lecture. Перефразирование – несколько иной вид работы, нежели пересказ и суммирование текста – помогает учащимся контролировать собственное понимание и соотносить новую информацию с тем, что они уже знают по данной теме. Перефразирование помогает детям понять, что цель чтения состоит именно в понимании текста. La paráfrasis o traducción libre, un poco diferente del recuento o el resumen, ayuda a los estudiantes a supervisar su entendimiento e incorporar nuevos conocimientos a lo que ya saben sobre cierto tema. La paráfrasis hace que los estudiantes se den cuenta que se lee para comprender.

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This study examined proficient and less proficient high school comprehenders' use of strategies as they read three passages with different top-level structures: collection, causation, and comparison. Subjects were 24 tenth and eleventh graders who were divided into proficient and less proficient comprehenders based on results of standardized comprehension tests: proficient comprehenders scored above the 70th percentile; less proficient comprehenders below the 50th percentile. Content area passages were used with the proficient comprehenders and were revised for the less proficient comprehenders so that the passages would be the same relative difficulty for both groups. Results indicate that both groups of readers used similar strategies: rereading, previous knowledge, inference, reading subsequent text, utilizing author's structure, relating to the main idea, and focusing on key vocabulary. Use of inferences was more valuable than other strategies on the collection passage, and use of author's structure was more valuable on the causation passage than on the other passages for the proficient comprehenders. Proficient comprehenders differed from less proficient comprehenders in their greater use of previous knowledge on the collection passage and their greater use of vocabulary strategies on the causation and comparison passages. Implications for instruction are addressed.The purpose of this study was to explore comprehension strategy use of proficient and less proficient high school comprehenders as they read expository passages that were written with different top-level structures. Although many researchers have explored readers' general strategy use and many have investigated the effects of text structure on reading, the relationship between strategy use and toplevel structure has not yet been established.During the last 15 years, knowledge and use of comprehension strategies have been the focus of many reading research studies. Influenced by cognitive psycholo-191

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