Abstract
A historical, theoretical, prozis-based position statement supporting a reading remediation strategy called dialogical mediated action is recommended to help students in organizing & referring to information along an increasingly more decontextualized continuum. The approach stresses the importance of the instructional dialogue between mediator (teacher) & student. A sample mediation is presented in which a story is used & then accompanied by think aloud, critical thinking, & reflection discussion. It is reported that the strategy is effective in remediating weak readers in a relatively short period of time. 45 References. Adapted from the source document