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Description

This study examines differences in adolescents' reading comprehension strategy use as it relates to reading proficiency, grade level, and gender. It also investigates the factor structure and psychometric properties of a newly developed scenario-based self-report survey. Participants are from grades 7–12. Findings suggest adequate comprehenders report higher use of evaluation/integration and regulation strategies than struggling comprehenders.

Citation

Denton, C. A., Wolters, C. A., York, M. J., Swanson, E., Kulesz, P. A., & Francis, D. J. (2015). Adolescents' use of reading comprehension strategies: Differences related to reading proficiency, grade level, and gender. Learning and Individual Differences, 37(1), 81–95.


Related Institute

Related Project

Published Date

2015

Funding Source

U.S. Department of Education, Institute of Education Sciences

Topic

Reading Instruction

Type of Resource

Journal Article/Book Chapter

Audience

Researcher
School Administrator

Grade Level

Middle School
High School