Abstract
Abstract
This paper first considers what is meant by good reading comprehension and makes a distinction between the product
of reading comprehension and the processes that are required to attain that product. It goes on to consider how less-skilled
comprehenders can be identified and provides a summary of the research into how less-skilled and skilled comprehenders differ in
terms of the skills and processes that they apply during text comprehension. Finally, the implications of these research findings
for instruction are considered, and generalizable research-based recommendations for teaching reading comprehension strategies are
considered.
Publisher
John Benjamins Publishing Company
Subject
General Earth and Planetary Sciences,General Environmental Science
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