Paraphrasing: An effective comprehension strategy

Reading Teacher

Volumn 63, Issue 1, 2009, Pages 73-77

  Kletzien, Sharon B ^a  

^a WEST CHESTER UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 70350103683     PISSN: 00340561     EISSN: None     Source Type: Journal    
DOI: 10.1598/RT.63.1.7     Document Type: Article

References (14)

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3. Ellis, E. S., & Graves, A. W. (1990). Teaching rural students with learning disabilities: A paraphrasing strategy to increase comprehension of main ideas. Rural Special Education Quarterly, 10 (2), 2-10.
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5. Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York: Cambridge University Press.
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8. Kletzien, S. B. (1992). Proficient and less proficient comprehenders' strategy use for different top-level structures. Journal of Reading Behavior, 24 (2), 191-215.
9. Kletzien, S. B., & Dreher, M. J. (2004). Informational text in K-3 classrooms: Helping children read and write. Newark, DE: International Reading Association.
10. Leslie, L., & Caldwell, J. (2005). Qualitative reading inventory-4. New York: Allyn & Bacon.
11. Meijer, J., Veenman, M. V. J., & van Hout-Wolters, B. H. A. M. (2006). Metacognitive activities in text-studying and problem-solving: Development of a taxonomy. Educational Research and Evaluation, 12 (3), 209-237. doi:10.1080/13803610500479991 (Pubitemid 43884667)
12. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of constructively responsive reading. Hillsdale, NJ: Erlbaum.
13. Roehler, L. R., & Duffy, G. G. (1984). Direct explanation of comprehension processes. In G. G. Duffy, L. R. Roehler, & J. Mason (Eds.), Comprehension instruction: Perspectives and suggestions (pp. 265-280). New York: Longman.
14. Schumaker, J. B., & Dreshler, D. D. (1992). Validation of learning strategy interventions for students with LD: Results of a programmatic research effort. In B. Y. L. Wong (Ed.), Contemporary intervention research in literacy disabilities: An international perspective (pp. 22-46). New York: Springer-Verlag.