COGNITIVE STRATEGIES FOR DEVELOPING STUDENTS’ READING COMPREHENSION SKILLS

##article.authors##

  • Turgunova Shakhnoza Tursunbayevna ##default.groups.name.author##

##semicolon##

Key words: Cognitive strategies, reading comprehension, educational outcomes, summarization, questioning.

##article.abstract##

 
Abstract 
The  development  of  reading  comprehension  skills  is  crucial  for  students' 
academic success and lifelong learning. Cognitive strategies are mental techniques that 
readers  employ  to  understand,  retain,  and  analyze  text.  This  article  explores  key 
cognitive  strategies  for  enhancing  students'  reading  comprehension,  including 
prediction,  visualization,  summarization,  questioning,  and  self-monitoring.  These 
strategies promote active engagement with the text, foster deeper understanding, and 
help students navigate complex or unfamiliar content. The role of metacognition, or 
the awareness of one’s cognitive processes, is also emphasized as a critical factor in 
the  effective  application  of  these  strategies.  The  work  further  examines  how  these 
strategies can be integrated into classroom practices and curricula, providing teachers 
with evidence-based tools to support students' comprehension development.  

##submission.citations##

References:

1. Gambrell, L. B., & Marshall, J. C. (1996). The influence of imagery training on

children’s reading comprehension. Reading Research Quarterly, 31(3), 227–235.

2. Snow, C. E. (2010). Academic language and the challenge of reading for learning

about science. Science, 328(5977), 450-452.

3. Pressley, M., & Afflerbach, P. (1995). Verbal protocols of reading: The nature of

constructively responsive reading. Lawrence Erlbaum Associates.

4. Baker, L., & Brown, A. L. (1984). Metacognitive skills and reading. In P. D.

Pearson, R. Barr, M. L. Kamil, & P. Mosenthal (Eds.), Handbook of reading

research (pp. 353–394). Longman.

5. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-

monitoring activities. Cognition and Instruction, 1(2), 117–175.

6. Artino, A. R. (2008). Elaborative encoding and academic performance. Journal of

Educational Psychology, 100(1), 125–136.

7. Curtis, M. (2004). Improving inferential reading skills in middle school students.

Reading and Writing Quarterly, 20(4), 377-389.

8. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of

cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.

9. McNamara, D. S., & Magliano, J. P. (2009). Toward a comprehensive model of

reading comprehension. In D. S. McNamara (Ed.), Reading comprehension

strategies (pp. 1-27). Lawrence Erlbaum.

##submission.downloads##

##submissions.published##

2024-11-22