Strategic Processes in Beginning Reading

Abstract

Abstract. A presentation is given of a strategic-process perspective on the development of reading skills. The approach integrates reading research with developmental findings in cognitive psychology (Brown, 1975). An explication of the main concepts of the system is provided along with reinterpretation of a variety of reading research. Analysis of strategic demands and the factors affecting strategic behavior yield a framework for conceptualizing the development of reading fluency. Implications of this approach are suggested for the subskills analysis of reading processes, remediation procedures and beginning instruction.b A major assumption of both beginning instruction and psychological research on early reading is the existence of a cumulative facilitative effect of instruction and learning. This assumption has led to considerable attention directed at identifying sub-skills within the reading process. The persistence and force of this orientation is derived from the fact that for the majority of children -those making progress toward reading proficiency -the stance is valid. Guthrie (1974), however, demonstrates that this is not the case for children experiencing reading difficulties. This latter group fails to demonstrate the high intercorrelation of various phonics skills which characterize good readers. Disabled readers had a high degree of skill in a few basic areas with a sharp drop in performance occuring at some point in each profile. This lack of interfacilitation among sub-skills resulted in almost identical group profiles for the disabled readers and younger normal subjects, but individual patterns were quite different.The reported failure of disabled readers to utilize a variety of potential information sources in various instructional and experimental situations is a

The Active Ingredient in Reading Comprehension Strategy Intervention for Struggling Readers: A Bayesian Network Meta-analysis

“…Although there is not a specific theoretical framework to define reading comprehension strategies (National Reading Panel, 2000), prior research in reading intervention suggested many evidence-based reading comprehension strategies. Most commonly used strategies for struggling readers include, but are not limited to, main idea (integrating ideas from the text information in a coherent way; National Reading Panel, 2000; Stevens et al, 2019), inference (integrating information within text and between the text and one’s general knowledge of the topic to understand ideas not explicitly stated in the text; O’Brien et al, 2015), text structure (recognizing the underlying structure of texts to help focus attention on key concepts and relationships, anticipate what is to come, and monitor their comprehension as they read; Hebert et al, 2016), retell (organizing information in order to provide a personal rendition of the text; Reed & Vaughn, 2012), prediction (utilizing what is already known from the text and background knowledge to hypothesize the content of the text and evaluate this hypothesis with the actual content; Nolan, 1991), self-monitoring (monitoring the understanding of the text through ways such as self-questioning and coherence check; Schwartz, 1997), and graphic organizers (making graphic representations of the material to assist comprehension; Merkley & Jefferies, 2000). In the current study, we focused on these strategies as they were the ones studied most in the reading comprehension interventions for older, at-risk readers (Filderman et al, 2021; Gersten et al, 2001; Hall, 2016).…”