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- Vol 4 RE: Chapter 7
strategic readingdeclarative knowledgeprocedural knowledgeconditional knowledgemetacognitive monitoringstrategy selectionreader agencyJournal article Evidence summaryAt a glance
Paris, Lipson, and Wixson present strategic reading as purposeful, flexible action by a reader rather than a fixed property of a technique. They distinguish declarative knowledge—knowing what a strategy is—from procedural knowledge—knowing how to execute it—and conditional knowledge—knowing when, where, and why it should be used.
Key ideas
Skilled reading also requires metacognitive evaluation: readers monitor whether comprehension is succeeding, choose actions when it breaks down, and judge whether those actions worked. Motivation matters because strategy use depends on learners’ goals, beliefs, attributions, and willingness to exert control; merely demonstrating a procedure does not ensure that a student will deploy it appropriately. The framework therefore links cognitive knowledge, self-regulation, and agency. For educators, strategy instruction should explain purposes and conditions, model decision making, provide guided application across varied texts, invite reflection on outcomes, and gradually transfer responsibility.
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Isolated worksheets or universal routines can produce mechanical behaviour without the conditional understanding needed for independent, adaptive reading.
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- TE
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- Practice Edition
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