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Why Strategy Instruction Is So Difficult and What We Need to Do About It

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Book cover Cognitive Strategy Research

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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Authors
  1. Gerald G. Duffy
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  2. Laura R. Roehler
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Editor information

Editors and Affiliations

  1. College of Education, Department of Educational Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Christine B. McCormick

  2. Department of Psychology, University of South Carolina, 29208, Columbia, SC, USA

    Gloria E. Miller

  3. Department of Psychology, The University of Western Ontario, N6A 5C2, London, Ontario, Canada

    Michael Pressley

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© 1989 Springer-Verlag New York Inc.

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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

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4613-8840-1

  • Online ISBN: 978-1-4613-8838-8

  • eBook Packages: Springer Book Archive

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