Strategies That Improve Children's Memory and Comprehension of Text

Pressley, Michael; Johnson, Carla J.; Symons, Sonya; McGoldrick, Jacqueline A.; Kurita, Janice A.

doi:10.1086/461599

Cited by 195 publications

(108 citation statements)

References 40 publications

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“…Many studies refer to an opportunity of increasing children's reading with understanding by having them to answer questions pertaining to the text to be learned (Anderson & Biddle, 1975;Pressley et al, 1989;Cerdan et al, 2009). According to Olson, Duffy, and Mack (1985) answering of these questions can be considered as an indicator of understanding the text to be read, but posing of questions can also serve as an advance organizers of meaning (Ausubel, 1968) in further reading of the text.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…For example, Van den Broek et al (2001) showed that posing supportive questions during reading helps understanding of the text. Answering questions pertaining to the text to be read enhances learning from it (Pressley et al, 1989) because the questions challenge the reader to find relations between queried and answered information and focus the reader's attention on moments necessary for comprehending the text (Olson, Duffy, & Mack, 1985). However, the positive effect of asking support questions does not appear unconditionally.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…Therefore, the timing of questions for supporting text comprehension in reading has caught attention of many researchers (see Anderson & Biddle, 1975;Pressley et al, 1989;Van den Broek et al, 2001). Questions can be asked before, during and after reading the text.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…Questioning after reading the entire text generally increases text comprehension in adults (Anderson & Biddle, 1975) and helps only if questions lead to reprocessing of relevant information after the reader fails to answer an after text question. Pressley et al (1989) showed that younger students are unable to look back for finding answers to after text questions that they could not answer directly. This failure is common to elementary school children and poor readers even in upper elementary school (Pressley et al, 1989).…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

“…Pressley et al (1989) showed that younger students are unable to look back for finding answers to after text questions that they could not answer directly. This failure is common to elementary school children and poor readers even in upper elementary school (Pressley et al, 1989). Van den Broek et al (2001) demonstrated that questions that were presented during reading helped the older students to memorize information targeted by the questions.…”

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

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Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Kängsepp¹

2011

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This study investigated the effect of support questions and their timing on Grades 4 and 7 students' reading comprehension. The support questions were posed either during or after reading texts. A comparative analysis of students' scores in answering of control questions presented at the end of the reading assignment revealed that asking inferential support question has positive effect on the text comprehension only in certain conditions. The effect of inferential support questions is rather negative if the text to be read is difficult and support questions are posed after reading the text sections.

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Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

Section: Using Questioning For Increasing Text Comprehensionmentioning

confidence: 99%

See 3 more Smart Citations

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Kängsepp¹

2011

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Index of science reading awareness: An interactive‐constructive model, test verification, and grades 4–8 results

Yore¹,

Craig²,

Maguire³

1998

J. Res. Sci. Teach.

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The purpose of this study was to develop and verify the Index of Science Reading Awareness (ISRA) based on a model of an efficient, successful interactive-constructive science reader and three independent metacognitive awareness domains. Several researchers have noted the need for efficient, reliable, and valid measures of metacognition. ISRA data collected on 532 students (Grades 4-8) were analyzed using factor analyses, linear structural modeling, and analyses of variance (ANOVAs) to help verify the model and the test. The factor analyses and linear structural modeling indicated that these data did not support the assumption about the three independent metacognitive awareness domains, but suggested that the model and the test were structured around the design features of science reading, science text, and science reading strategies. One-way ANOVAs indicated significant, predicted reading ability and gender differences but unexpected grade-level differences. The composite metacognitive awareness data indicated that most Grade 4-8 students have surface knowledge about science reading, science text, and science reading strategies, and indicated specific targets for explicit science reading instruction. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 27-51, 1998. Learning from traditional printed and electronic scientific texts has been and will continue to be an important method of achieving and maintaining science literacy. Unfortunately, the processes involved in learning from scientific texts are poorly understood. "The scientist sits down with pencil and paper and slowly works through the article, making notes along the way. Unclear points are pondered over, references are looked up, numerical calculations are checked" (Mallow, 1991, pp. 321-331). The interactive and constructive natures of science reading are apparent as an expert accesses internal and external information sources and actively makes meaning of text. A novice faces a much more demanding task, but the student also accesses prior topical, domain, and task knowledge and works interactively in a sociocultural context to construct understanding from a science textbook (Craig & Yore, 1995, 1996 The interactive-constructive model involving reader, task, and context provides a useful foundation for exploring science reading (Glynn & Muth, 1994;. This model makes central the readers' purpose, prior topic and domain knowledge, beliefs, strategies, language, concurrent experiences, motivation, sociocultural context, and metacognition (Alexander & Kulikowich, 1994;Norris & Phillips, 1994;Ruddell & Unrau, 1994;Holliday, Yore, & Alvermann, 1994). Although the interactive-constructive model acknowledges the importance of social nature of science reading and the need for social interactions, this model assumes that actual learning is a private action not totally explained by the community interactions and grouplevel consensus (McCarthey & Raphael, 1992).The purposes of this study were to clarify a strategic, metacognitive model of an efficient...

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Cognitive Strategies

Pressley

Hilden

2007

Handbook of Child Psychology

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Strategies That Improve Children's Memory and Comprehension of Text

Cited by 195 publications

References 40 publications

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Impact of Asking Support Questions on Grades 4 and 7 Students Reading Comprehension

Index of science reading awareness: An interactive‐constructive model, test verification, and grades 4–8 results

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