Practical Strategies
Research highlights numerous metacognitive comprehension strategies. There is a current trend towards teaching fewer strategies and teaching a combination of strategies (Winch, G., Ross-Johnston, R., March, P., Ljungdahl, L. & Holliday, M., 2011).
The success of any strategy is dependent on the particular reader, the text read and the reading context (Yang, 2006). Strategic readers understand the choice of strategies and when, why and how to use the strategies most appropriate for the circumstances (Yang, 2006).
Research in the past decade has strongly supported a collection of comprehension strategies as well as a number of teaching elements and pedagogies to effectively guide student learning (Block and Duffy, 2008, cited in Winch et al., 2011).
The success of any strategy is dependent on the particular reader, the text read and the reading context (Yang, 2006). Strategic readers understand the choice of strategies and when, why and how to use the strategies most appropriate for the circumstances (Yang, 2006).
Research in the past decade has strongly supported a collection of comprehension strategies as well as a number of teaching elements and pedagogies to effectively guide student learning (Block and Duffy, 2008, cited in Winch et al., 2011).