Strategies for Reading and Studying Expository Text

Ruth Garner

70 citations0/0 files storedEducational Psychologist

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Reading and Literacy Development Visual and Cognitive Learning Processes Educational Strategies and Epistemologies

Abstract

This article presents three prerequisites for effective reading and studying of expository text: (a) accessible conceptual knowledge in relevant domains, (b) a schema for exposition that specifies how ideas in text are related, and (c) text-processing strategies. Two strategies, ongoing summarization of important information and strategic backtracking to resolve comprehension or memory difficulty, are discussed in detail. Development of expertise for each strategy is discussed; data-based descriptions of progression from strategic deficiency to strategic inefficiency to strategic efficiency are presented. Prescriptions for instructional assistance derived from the research literature are also offered.

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References

1985Strategies of Discourse Comprehension 2024Metacognitive Aspects of Problem Solving 2017Learning, Remembering, and Understanding 1983Becoming a strategic reader 1984Education and thinking: The role of knowledge.1981Learning to Learn: On Training Students to Learn from Texts 1983Macrorules for summarizing texts: the development of expertise 1980Use of Top-Level Structure in Text: Key for Reading Comprehension of Ninth-Grade Students

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2011A relationship study of student satisfaction with learning online and cognitive load: Initial results 1994Constructivism in Reading Education 2001Teaching Summarization as a Content Area Reading Strategy.2022Audiobooks, Print, and Comprehension: What We Know and What We Need to Know 1997Addressing the Literacy Crisis: Teaching Reading in the Content Areas 2023Metacognitive reading strategies and its relationship with Filipino high school students’ reading proficiency: insights from the PISA 2018 data

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