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Comprehension Instruction in Content Area Classes
Author(s) -
Neufeld Paul
Publication year - 2005
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1598/rt.59.4.1
Subject(s) - comprehension , reading comprehension , psychology , reciprocal teaching , reading (process) , mathematics education , process (computing) , computer science , linguistics , programming language , operating system , philosophy
This article provides a broad introduction to comprehension instruction in content area classrooms. It begins with a brief overview of research and of thinking processes involved in reading comprehension. Then, it outlines several research‐supported comprehension strategies, includingQuestion asking and answering Clarifying a purpose for reading Activating relevant prior knowledge Making predictions about text Attending to text structure Creating summaries (oral, written, and visual) Monitoring comprehension Using fix‐up strategiesThe article ends with a description of how to teach comprehension strategies so students can apply them in understanding the texts they read. The instructional process occurs in two overlapping phases: explicit instruction of individual strategies, and teaching for self‐regulated strategy use.

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