A comparative study of four reading journals' contributions to comprehension instruction methodology

Abstract This study analyzed and compared the content of four reading journals for the years 1973 and 1983 on eight categories of comprehension instruction and three categories of comprehension follow up. Of specific interest was the extent to which articles concretely described strategies for teaching comprehension or for following up on comprehension instruction according to specified definitions for each category. In general, results indicated an increase in the number of articles focusing on comprehension issues and practices.