The Instruction of Reading Comprehension by P. David Pearson and Margaret C. Gallagher
While it is still possible to lament the lack of good solid causally interpretable research in the area of reading comprehension instruction (Jenkins & Pany, 1980; Tierney & Cunningham, 1980), there can be little question that more research about the basic processes and instructional practices of reading comprehension has been packed into the last half decade (1978-1982) than in any previous period (however long). The purpose of this review is to characterize, summarize, and evaluate that research in terms of its contribution to principles of instructional practice.
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