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Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study
2013
Canadian Journal for the Scholarship of Teaching and Learning
The primary purpose of the study described here was to document the first author's experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students' transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension
doi:10.5206/cjsotl-rcacea.2013.2.3
fatcat:uqdv7dnxkbcpvgwtubo33ukcka