Comprehension Strategies at the College Level

In previous research, Nist and Mealey (1991) described a variety of teacher-directed

comprehension strategies based on theories that were prevalent at the

time-metacognitive theory, schema theory, and text structure theory. However, the

thinking of the field has evolved since then thus causing a reevaluation of the role and

theoretical base of teacher-directed comprehension strategies at the college level.