Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon.

Pressley, Michael

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Peer reviewed

ERIC Number: EJ667632

Record Type: CIJE

Publication Date: 2001

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-1096-1232

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Comprehension Instruction: What Makes Sense Now, What Might Make Sense Soon.

Pressley, Michael

Reading Online, v5 n2 Sep 2001

Discusses how reading comprehension can be improved through research-validated instruction. Outlines emerging issues of comprehension instruction, such as the limits of word-recognition instruction, cognitive capacity constraints, and diverse text tasks. Contends that there needs to be experimental validation of comprehensive comprehension strategies instruction. (PM)

Descriptors: Elementary Education, Reading Assignments, Reading Comprehension, Reading Improvement, Reading Instruction, Research Utilization, Vocabulary Development, Word Recognition

Publication Type: Guides - Non-Classroom; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

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Author Affiliations: N/A

Note: This article is part of a series drawn from work in the "Handbook of Reading Research: Volume III" (Kamil, Mosenthal, Pearson, & Barr, 2000).