Abstract
This action research study is aimed at addressing the memory issues that are seen daily in the classroom. Students in a literature-based reading program used reading response journals to assist in their reading comprehension. Anecdotal observations, journal writing, conferencing, interest surveys, and knowledge-based comprehension tests were used to determine the effectiveness of this approach. Memory has three components: sensory memory storage, short-term memory storage, and long-term memory storage. It is desirable for students to get major concepts into long-term memory and back out when needed. This process includes the steps of encoding, storage, retrieval, and reporting. Many factors can influence these steps. Teaching memory strategies could help improve a student's memory ability. In this study, keeping a reading response journal was the strategy used to reach this goal and subsequently to improve reading comprehension.
Recommended Citation
Buus, Lauree M.
(2005)
"Using Reading Response Journals for Reading Comprehension,"
Networks: An Online Journal for Teacher Research:
Vol. 8:
Iss.
1.
https://doi.org/10.4148/2470-6353.1141
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