On reading, Part 4: research on the comprehension strategies – a closer look

Granted, and...

In the three previous posts on reading for understanding (here, here, and here) I looked at the general question: What can we say for sure (or not) in research on comprehension in reading?

Here, I take a closer look at comprehension strategies and what the research does and doesn’t say. In general, it supports many of the blunt comments I made here and here  a few years ago: there is still a lack of clarity about what the right strategies are, how to teach them, and which ones work for older students (my focus in these current posts). Most importantly, the research reveals a very spotty record in terms of transfer of the strategies from individual lessons to a self-regulated repertoire used effectively and autonomously by the reader – the very point of my earlier post for which some took me to task (& some in nasty

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