Developing reading comprehension: Combining visual and verbal processes

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Title Developing reading comprehension: Combining visual and verbal processes
Author Woolley, Gary Ernest
Journal Name Australian Journal of Language and Literacy
Editor Jennifer Rennie
Year Published 2010
Place of publication Australia
Publisher Australian Literacy Educators' Association
Abstract When most children read narrative texts they actively utilise cognitive resources to comprehend by constructing appropriate mental models of story events. However, many children with poor comprehension experience difficulties due to an inability to appropriately direct attention and to effectively use the resources of working memory. As a result, their ability to construct integrated mental models of story content may be impaired. However, their reading comprehension performance can be improved when they are taught inferential reading comprehension strategies involving both verbal and visual processes to facilitate more elaborated mental modeling of narrative texts. This article discusses how such strategies can be implemented and consolidated using a metacognitive focus within a flexible multiple-strategy framework.
Peer Reviewed Yes
Published Yes
Publisher URI
Copyright Statement Copyright 2010 Australian Literacy Educators' Association. The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
Volume 33
Issue Number 2
Page from 108
Page to 125
ISSN 1038-1562
Date Accessioned 2010-10-22
Language en_AU
Faculty Arts, Education and Law
Subject Curriculum and Pedagogy Theory and Development
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

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