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Peer reviewedThierry, Marianne Peronard – Journal of Adolescent & Adult Literacy, 1996
Finds that Chilean students (grades 4-8) rarely related what they were reading to what they had just read, integrated meanings assigned to the text with prior knowledge, or used textual cues to attain a coherent interpretation. Finds that these problems are related to methods of reading instruction, opportunities they are given to develop…
Descriptors: Cognitive Development, Foreign Countries, Intermediate Grades, Reading Comprehension
