Reading comprehension : bridging the gap between research and practice : an honors thesis (HONRS 499)
This work traces the history of prevailing philosophical frameworks, theories, and resulting instructional implications in the field of reading comprehension from the late nineteenth century to the present day. It then provides a rationale for using reading comprehension strategies as a viable method of direct instruction in the contemporary literacy classroom. A set of guidelines for general strategy use is put forth, as well as a list of research-based criteria by which one can evaluate existing comprehension strategies. Finally, there is a discussion of specific strategies with reference to the evaluative criteria.