To close the gap between reading research and the reality of instruction, the authors developed a reading comprehension approach for elementary school, aiming at explicit instruction and practice of reading comprehension strategies. Their approach encompasses two complementary cornerstones: explicit instruction in reading strategies and creating…

The present study explores the impact of an experimental reading intervention focusing on explicit reading strategy instruction and cross-age peer tutoring on third and sixth graders' reading strategy awareness, cognitive and metacognitive reading strategy use, and reading comprehension achievement. A quasi-experimental pretest-posttest design was…