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Reading Strategies Training for Meaningful Learning from Prose

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Cognitive Strategy Research

Part of the book series: Springer Series in Cognitive Development ((SSCOG))

Abstract

Consider the passage in Table 4–1, selected from a standard science textbook (Slesnick, Balzer, McCormack, Newton, & Rasmussen, 1980, p. 651-652). If you were reading this passage, what would you do in order to ensure that you would understand the material? How would you choose to process the information? What recommendations would you make to help a reader who does not understand what the passage is saying? What happens when you ask a reader to take notes or reread or underline the passage? These questions form the basis for what could be called the reading strategy problem-the question of how reading strategies affect the learning process and whether reading strategies can be taught.

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Authors
  1. Linda K. Cook
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  2. Richard E. Mayer
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Editors and Affiliations

  1. Department of Psychology, University of Western Ontario, London, Ontario, N6A 5C2, Canada

    Michael Pressley

  2. Department of Educational, Psychology and Wisconsin Center for Education Research, University of Wisconsin, Madison, Wisconsin, 53706, USA

    Joel R. Levin

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© 1983 Springer-Verlag New York Inc.

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Cook, L.K., Mayer, R.E. (1983). Reading Strategies Training for Meaningful Learning from Prose. In: Pressley, M., Levin, J.R. (eds) Cognitive Strategy Research. Springer Series in Cognitive Development. Springer, New York, NY. https://doi.org/10.1007/978-1-4612-5519-2_4

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  • DOI: https://doi.org/10.1007/978-1-4612-5519-2_4

  • Publisher Name: Springer, New York, NY

  • Print ISBN: 978-1-4612-5521-5

  • Online ISBN: 978-1-4612-5519-2

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