ABSTRACT
In the fi rst edition of the Handbook, we discussed the role of comprehension strategies as they are related to the idea that: (a) strategies should have cognitive, metacognitive, and affective components; and (b) teacher-directed strategies should eventually lead to students’ use of generative strategies (Simpson & Rush, 2003; Wittrock, 1986, 1990, 1992). Generative strategies involve attention, motivation, knowledge and preconceptions, and creation (Wittrock, 1986, 1990, 1992). Thus, they consist of strategies that students can eventually create and employ on their own. As we reviewed the literature for this revised edition, we were struck by the fact that although many of the strategies have remained the same, the theoretical underpinnings that explain why these strategies are effective have been further developed. In this chapter, we discuss these advancements, including the role of domain knowledge on learning, the ways technology has impacted comprehension and strategic learning in the classroom, and the function of domain on strategy selection.
