Group answers consisted of multiple strategies to promote reading for understanding in the seventh grade class. Among eight groups, five proposed a strategy intended to motivate the reader (e.g., have the seventh graders present to one another because this will increase the incentive to understand because they don't want to look bad in front of their peers). Three groups proposed some type of attention-focusing strategy such as an outline to guide the children's attention through the text. Both types of strategies will influence the way children read, but do not affect comprehension directly.

Seven of the eight groups did propose at least one strategy that met all three criteria. These answers included a strategy that influenced comprehension directly, and explained from a contructivist perspective how the strategy would produce better understanding. One group proposed that children should be given thought provoking questions to encourage them to apply and connect new knowledge. They reasoned that the questions could guide children toward new connections and the creation of new schemas. Another group suggested using broad questions that would involve the children in looking at the information broadly, rereading their notes and "molding information they learned into a new form." In these two cases, the proposed strategies engage the learner in some kind of sense-making activity with the material.

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