STRATEGIES FOR ENHANCING READINESS AND RECALL IN CONTENT AREAS: THE ENCODING SPECIFICITY PRINCIPLE

ABSTRACT

This article presents theoretical rationale for utilizing similar pre‐reading and post‐reading activities to enhance comprehension in content areas. Specifically, the encoding specificity principle is suggested as a means to promote both readiness and recall of text‐based information. A discussion of pertinent instructional strategies which can capitalize on the encoding specificity principle follows.