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Reading Comprehension in Educational Settings
Edited by José A. León and Inmaculada Escudero
[Studies in Written Language and Literacy 16] 2017
► pp. 125–144

Chapter 5
Five building blocks for comprehension strategy instruction

| Arizona State University
| Arizona State University

Comprehension is a complex task that is integral to success in academics and the workplace. Unfortunately, it is not a task that comes easily to all students. Hence, an important question faced by educators and researchers is how to most effectively provide students with instruction to improve comprehension, particularly on how to understand and learn from challenging texts. One promising approach is to provide students with training to use comprehension strategies. Strategies are intended to help students overcome skill and knowledge deficits by using overt techniques that mimic or support the processes integral to successful comprehension, including understanding the words and sentences in the text, making connections between sentences, and making connections to what the student already knows (i.e., prior knowledge). In this chapter, we approach these research questions by building upon the 4-pronged comprehension strategy framework proposed by McNamara, Ozuru, Best, and O’Reilly (2007). This framework describes five types of strategies that can help to scaffold reading and comprehension. We expand upon this framework by describing various contextual factors that may influence comprehension and strategy use. Further, we discuss methods to enhance strategy instruction, introducing five building blocks for effective comprehension strategy training.

Article outline
  • Five building blocks for comprehension strategy instruction
    • Reading comprehension
      • This is a complex and challenging task for many readers
    • The 4-pronged comprehension strategy framework
    • Contextual factors of strategy acquisition
      • Stimulus
      • Task
      • Method
      • Population
    • The five building blocks for comprehension strategy instruction
      • Varying task conditions
      • Explicit instruction of strategies
      • Deliberate practice opportunities
      • Feedback
      • Motivational components
    • Conclusion
  • References
Published online: 19 October 2017
DOI logo
https://doi.org/10.1075/swll.16.05all
References

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