Abstract
Reading strategy instruction has recently received much research attention. Typical of this research are laboratory studies such as those by Miller (1985, 1987) and classroom studies by Palincsar (Palincsar & Brown, 1984), Paris (Paris, Cross, & Lipson, 1984), Pearson (1985), and ourselves (Duffy, Roehler, Sivan, et al., 1987). This instructional research is based on what researchers have learned about how expert readers use strategies (Pressley & Brainard, 1985; Segal, Chipman, & Glaser, 1985). Strategies are defined as cognitive activities readers engage in as they construct meaning from text (Paris, Lipson, & Wixson, 1983). Unlike routine procedures associated with skills, strategies are flexible plans that readers adapt to the comprehension demands of the text.
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Duffy, G.G., Roehler, L.R. (1989). Why Strategy Instruction Is So Difficult and What We Need to Do About It. In: McCormick, C.B., Miller, G.E., Pressley, M. (eds) Cognitive Strategy Research. Springer, New York, NY. https://doi.org/10.1007/978-1-4613-8838-8_6
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DOI: https://doi.org/10.1007/978-1-4613-8838-8_6
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