Reading Comprehension Instructional Strategies - Elementary Level
Greetings. The following materials are intended to provide an introduction to reading comprehension instructional strategies for the elementary level. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Kyong-Jee Kim
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Learning Strategies Database: Reading Comprehension
Parents Can Foster Their Child’s Reading Comprehension
A New Way to Teach Reading Comprehension
Vocabulary Instruction and Reading Comprehension. ERIC Digest
Technologies to Support Reading Comprehension in Children with Disabilities
Strategic Processing of Text: Improving Reading Comprehension for Students with Learning Disabilities. ERIC Digest
Citations from the ERIC Database
AN: EJ611303
AU: Hall,-Tracey-E.; Hughes,-Charles-A.; Filbert,-Melinda
TI: Computer Assisted Instruction in Reading for Students with Learning Disabilities: A Research Synthesis.
PY: 2000 SO: Education-and-Treatment-of-Children; v23 n2 p173-93 May 2000
DE: *Computer-Assisted-Instruction; *Learning-Disabilities; *Program-Effectiveness; *Reading-Instruction; *Teaching-Methods
DE: Computer-Uses-in-Education; Elementary-Secondary-Education; Reading-Comprehension; Word-Recognition
AB: A review of 17 studies on computer assisted instruction (CAI) in reading interventions for students with learning disabilities found most CAI programs employed drill and practice procedures, followed by strategy instruction, then simulation. The focus was split between word recognition and reading comprehension, followed by language/vocabulary, then prereading skills instruction. (Contains extensive references.) (CR)
AN: EJ611075
AU: Primeaux,-Joan
TI: Shifting Perspectives on Struggling Readers.
PY: 2000 SO: Language-Arts; v77 n6 p537-42 Jul 2000
NT: Theme: The Making of a Reader.
DE: *Reading-Difficulties; *Reading-Improvement; *Reading-Instruction; *Reading-Strategies
DE: Elementary-Education; High-Risk-Students; Reading-Comprehension; Reading-Research
AB: Draws on social constructivist theory to present principles of reading instruction for struggling readers. Focuses on three social constructivist-based components that have been used successfully with struggling readers to enhance their reading instruction: a responsive literacy environment, explicit comprehension-strategy instruction, and time spent engaged with connected text using authentic materials. (SR)
AN: EJ608090
AU: Babyak,-Allison-E.; Koorland,-Mark; Mathes,-Patricia-G.
TI: The Effects of Story Mapping Instruction on the Reading Comprehension of Students with Behavioral Disorders.
PY: 2000 SO: Behavioral-Disorders; v25 n3 p239-58 May 2000
DE: *Behavior-Disorders; *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DE: Elementary-Education; Individual-Instruction
AB: This study evaluated the effects of individually administered story mapping instruction on the reading comprehension of four upper-elementary school students with behavioral disorders. Story mapping instruction improved students' abilities to comprehend narrative text, especially their understanding of story settings, problems, and major events. (Contains extensive references.) (Author/DB)
AN: ED442093
AU: O'Connor,-Rollanda-E.; Bell,-Kathryn; Harty,-Kristin; Kappel,-Louise; Sackor,-Sharry
TI: The Influence of Text Difficulty on Children's Reading Comprehension Growth.
PY: 2000
NT: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000).
PR: EDRS Price MF01/PC01 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED442093
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Difficulties; *Reading-Instruction; *Tutoring-
DE: Comparative-Analysis; Intermediate-Grades; Reading-Achievement; Reading-Research
AB: Significant progress has been made in designing beginning reading instruction for young children with reading disabilities (RD), but much less is known about children with RD in the intermediate grades who read very poorly despite several years of instruction and exposure to print. The aim of this research was to compare the influence of text difficulty (reading-ability matched or grade-level matched) on the growth of student's reading comprehension over the course of 18 weeks of one-to-one tutoring. Forty-six third through fifth grade poor readers, including twenty-five with high incidence disabilities, were randomly assigned to one of two tutoring conditions, or to a control condition. Following tutoring, significant differences favored tutored children in all measured reading skills; however, the only significant difference between treatments was in reading fluency, which favored children who were tutored with text matched to their current reading ability. A subanalysis of the outcomes of the lowest skilled readers found differences favoring children in the reading-ability matched text in word identification and oral reading, as well as word attack. These findings have implications for decisions about how "special" a child's reading instruction should be to predict adequate growth. Contains 32 references, 2 tables, and 2 figures of data. (Author/RS)
AN: ED442075
AU: Reutzel,-D.-Ray; Cooter,-Robert-B., jr.
TI: Teaching Children to Read: Putting the Pieces Together. Third Edition.
PY: 2000
AV: Order Processing, Merrill, an imprint of Prentice Hall, P.O. Box 11071, Des Moines, IA 50336-1071 ($73). Web site: http://www.prenhall.com/search.html.
NT: For a companion Web site, see http://cw.prenhall.com/bookbind/pubbooks/reutzel/.
PR: Document Not Available from EDRS.
DE: *Basal-Reading; *Reading-Instruction; *Teaching-Methods; *Writing-Instruction
DE: Classroom-Environment; Elementary-Education; Emergent-Literacy; Reading-Comprehension; Student-Evaluation; Vocabulary-Development
AB: Suggesting the need for balanced reading and writing instruction, this book is a compendium of many of the best teaching ideas presently available to reading professionals. The first part of the book addresses the research and practice related to understanding and supporting literacy development, and the second part "puts it all together." Chapters in the book are: (1) Reading Instruction: Making the Transition to a Balanced Perspective; (2) Understanding Reading: The Theoretical Roots of Instruction; (3) Emergent Literacy: Understanding the Literacy Development of Young Children; (4) Basal Readers: Determining How To Use Basals Effectively; (5) From Basals to Books: Making the Transition; (6) Reading Comprehension: Focusing on Instruction; (7) Acquiring Vocabulary: Words for Reading and Writing; (8) Decoding Skills: Identifying Words in Print; (9) Literacy Environments: Designing Classrooms That Promote Literacy; (10) Assessme
NT: Determining Students' Progress in Literacy; (11) The Early Years: Reading and Writing in Grades K-2; (12) The Elementary Years: Reading and Writing in Grades 3-5; and (13) Middle School: Reading and Writing in Grades 6-8. Appendixes contain a list of balanced literacy resources for teachers; selected resources for teachers; milestones for literacy learning in grades K-3; and a blank miscue grid. (RS)
AN: ED440372
AU: Thompson,-Sara
TI: Effective Content Reading Comprehension and Retention Strategies.
PY: 2000
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED440372
DE: *Content-Area-Reading; *Reading-Comprehension; *Reading-Instruction; *Reading-Strategies
DE: Elementary-Secondary-Education; Learning-Theories; Literacy-; Retention-Psychology
AB: This booklet provides a sampling of strategies that will help students with content literacy. It is based on the idea that reading is about understanding such that the words are transformed into meaningful thoughts within the reader's cognitive frame of reference. The booklet contains various learning theories, and the strategies suggested correlate to these theories. The strategies are divided into three categories: preparation, during reading, and after reading, which correspond with 9 comprehension strategies, 22 organizational strategies, and 6 retention strategies. The booklet concludes that incorporating strategies into instruction will help increase comprehension levels and move students from passive to active learners. (Contains 37 references and 5 appendixes with extensive worksheet examples for the given strategies.) (EF)
AN: ED440361
AU: Honig,-Bill; Diamond,-Linda; Gutlohn,-Linda
TI: Teaching Reading: Sourcebook for Kindergarten through Eighth Grade.
CS: Consortium on Reading Excellence, Inc., Emeryville, CA.
PY: 2000
AV: Arena Press, 20 Commercial Boulevard, Novato, CA 94949-6191 (order no. 8119-3, $55). Tel: 800-422-7249 (Toll Free); Fax: 415-883-3720.
NT: Contributing author is Jacalyn Mahler.
PR: Document Not Available from EDRS.
DE: *Language-Arts; *Literacy-; *Reading-Comprehension; *Reading-Instruction; *Reading-Processes
DE: Elementary-Education; Phonics-; Theory-Practice-Relationship
AB: This comprehensive sourcebook, unique in content and design, is a resource for teaching reading and language arts in Grades K-8. Aiming to combine the best features of an academic text and a practical, hands-on teacher's guide, the book provides educators with proven research and instructional strategies necessary for balanced reading programs. It features an overview of literacy concepts, reference information about the structure of English and Spanish, information for teachers of students who are English language learners, guidelines for assessment and instructional organization, and reproducible masters for classroom use. The book consists of 22 chapters: (1) Reading: The Context for Change; (2) Reading: Constructing Meaning from Text; (3) Structure of the English Language; (4) Structure of Spanish and Other Languages; (5) Print Concepts; (6) Alphabet Recognition; (7) Phonemic Awareness; (8) Phonics; (9) High-Frequency Multisyllabic Words; (10) Words; (11) Reading Fluency; (12) Stages of Spelling Development; (13) Spelling Instruction; (14) Specific Word Instruction; (15) Word-Learning Strategies; (16) Strategic Reading; (17) Narrative Text; (18) Expository Text; (19) Independent, Wide Reading; (20) Book Discussions; (21) Assessment; and (22) Instructional Organization. An appendix contains 27 additional materials (including class rosters, reading passages, and story maps). (NKA)
AN: EJ600979
AU: Richards,-Janet-C.; Gipe,-Joan-P.
TI: Reading Comprehension Games for Young Students in Mainstream Settings.
PY: 2000 SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v16 n1 p75-80 Jan-Mar 2000
NT: Theme: Conceptual Change Learning: A Multidimensional Lens, Part 1.
DE: *Childrens-Literature; *Reading-Comprehension; *Reading-Games; *Reading-Instruction
DE: Class-Activities; Evaluation-Methods; Mainstreaming-; Primary-Education
AB: Describes 3 reading comprehension games that can be realistically implemented in mainstream settings for young students. Suggests the games provide opportunities for students with varied literacy abilities to work together, respond to story characters, develop awareness about the parts of typical stories and the relationships among those parts, and offers teachers alternative ways to assess growth in students' abilities. (RS)
AN: ED437610
AU: Smith,-Carl-B.
TI: Reading To Learn: How To Study as You Read. Helping Children To Learn Series.
CS: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.; Family Learning Association, Bloomington, IN.
PY: 2000
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th Street, Suite 150, Bloomington, IN 47408-2698; Family Learning Association, 3901 Hagan St., Suite H, Bloomington, IN 47401.
NT: For other titles in the Helping Children to Learn Series, see CS 013 820-823.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED437610
DE: *Charts-; *Graphs-; *Phonics-; *Reading-Rate; *Study-Skills; *Tables-Data
DE: Active-Learning; Content-Area-Reading; Critical-Thinking; Elementary-Education; Learning-Activities; Notetaking-; Parents-as-Teachers; Reading-Comprehension
AB: This book provides directions and sample activities to help parents teach their children to follow an easy system for study reading: set clear purposes for study; ask targeted questions; read quickly for specific information; summarize effectively; and gather information from charts and tables. The first section, Flexibility and Reading Speed, discusses basic procedures for study reading--the PARS Approach (purposes, ask, read, summarize). It also discusses notetaking and speed reading. The second section addresses following instructions and reading graphs and tables. Based on the self-directed learner philosophy, this book and the others in the series provi
DE: essential comprehension techniques; basic vocabulary and phonics skills; clear guidelines for efficient study; critical thinking frameworks; and activities that lead to becoming a self-directed learner. Each book in the series also provides quick answers to pressing learning problems; easy practice activities for basic skills; common language explanations; and step-by-step guidance to engage children in active learning. (RS)
AN: ED435980
AU: Taylor,-Barbara-M., ed.; Graves,-Michael-F., ed.; van-den-Broek,-Paul, ed.
TI: Reading for Meaning: Fostering Comprehension in the Middle Grades. Language and Literacy Series.
CS: International Reading Association, Newark, DE.
PY: 2000
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (IRA Inventory Number 9135, $19.95). Tel: 302-731-1600; Web site: .
NT: Published simultaneously by Teachers College Press and The International Reading Association.
PR: EDRS Price MF01/PC09 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED435980
DE: *Critical-Reading; *Reading-Comprehension; *Reading-Instruction; *Reading-Strategies
DE: Instructional-Effectiveness; Middle-Schools; Reading-Research; Student-Needs
AB: Reading comprehension is of great concern to many Americans, as evidenced by the mandate in most states today for graduation standards in reading and for assessments aligned to those standards. This book focuses on what has been learned from research about fostering reading comprehension in the middle grades, providing a broad overview of current educational and psychological research about effective strategies for teaching reading to middle grade students. Following an introduction by the editors, essays in the book are as follows: (1) "The Mind in Action: What It Means to Comprehend during Reading" (Paul van den Broeck and Kathleen E. Kremer); (2) "Comprehension Instruction in Elementary School: A Quarter-Century of Research Progress" (Michael Pressley); (3) "Explicit and Implicit Instruction in Comprehension" (Janice A. Dole); (4) "Balancing Literature and Instruction: Lessons from the Book Club Project" (Taffy E. Raphael); (5) "Building Student Capacity to Work Productively during Peer-Assisted Reading Activities" (Lynn S. Fuchs and Douglas Fuchs); (6) "A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program" (Michael F. Graves); (7) "Classroom Talk about Texts: Is It Dear, Cheap, or a Bargain at Any Price?" (Donna E. Alvermann); (8) "Literacy Lessons Derived from the Instruction of Six Latina/Latino Teachers" (Robert T. Jimenez); and (9) "Beyond Balance: Goal Awareness, Developmental Progressions, Tailoring to the Context, and Supports for Teachers in Ideal Reading and Literacy Programs" (Jere Brophy). (NKA)
AN: ED438515
AU: Iddings,-Scott-M.; Ortmann,-Tammy-L.; Pride,-Buddy; Pride,-Heidi-L.
TI: Improving Reading Comprehension and Vocabulary Development through Multiple Instructional Strategies and Technology.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC06 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED438515
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Vocabulary-Skills
DE: Action-Research; Educational-Technology; Elementary-Education; Language-Arts; Parent-Participation; Reading-Attitudes; Reading-Instruction
AB: This report describes a program for enhancing reading comprehension and vocabulary development through the use of multiple instructional strategies and technology. The targeted elementary population exhibits both poor reading comprehension and poor vocabulary acquisition and understanding, which interfere with academic achievement. Evidence for the existence of the problem includes standardized test scores, teacher observation, anecdotal records, and school report cards. Analysis of probable cause data revealed a lack of parental involvement, student readiness, learning difficulties, curricular changes, differences in learning, student motivation, self-discipline, insufficient materials, and teacher training. In order to improve reading comprehension and vocabulary development a variety of strategies and educational software were implemented. Surveys were gathered from students' parents and students themselves. End of the year tests from the 1997-98 and 1998-99 school years were used to provide data for comparison. A review of solution strategies suggested by knowledgeable others combined with the analysis of the problem setting resulted in the selection of five major categories of intervention: vocabulary games, word wall, self-selected reading baskets, parent involvement, and technology. A comparison of data from surveys revealed that an average of 40% of the targeted population improved their attitude toward reading. An analysis of the at-home reading program demonstrated that 74% of the targeted population was reading 60-100 minutes per week at home by the completion of this project. An average of 6 out of 17 students of the targeted population increased at least one reading level, as defined by running records, within their grade range. Analysis of post-test results clearly indicated that the majority of the students were now more successful in reading comprehension and vocabulary development. Teacher researchers strongly recommend the use of multiple instructional strategies and technology when teaching reading and language arts to elementary students. Appendices include a parent reading survey, a Garfield reading survey for children, vocabulary and reading logs, a collection of reading literature, and numerous suggested activities and exercises to develop kids' reading and comprehensive skills. (Contains 50 references.) (Author/RS)
AN: ED433505
AU: Dixon,-Mary; Harris,-Linda; McGrath,-Marianne; O'Neill,-Sheila; Swanson,-Sandra
TI: Increasing Reading Comprehension.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC07 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED433505
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DE: Action-Research; Elementary-Education; Reading-Attitudes
AB: This report describes a program for improving reading comprehension. The targeted population consists of first, second, third, and fourth grade classrooms in a middle class community located in a suburb of a large midwestern city. The problem regarding poor comprehension skills is evident from teacher observation, student performance, previous year teacher recommendation, and/or standardized test scores. Analysis of probable cause data reveal several issues relating to poor comprehension skills. First, students lack extra reading because they often do not read anything beyond the assigned work. Next, there are not enough age appropriate materials. Some of the reading materials are too difficult for the students to read. Also, there is a need for improved decoding skills. If students spend too much time trying to analyze the word, they do not have the ability to comprehend the information. Lastly, many students have poor attention skills. They have too many distractions, difficulty with self-control, and confusion about their purpose for school attendance. A review of solution strategies suggested by the experts and an analysis of the problem setting show the necessity for the following interventions. The teacher will read a story each day to the students. The students will retell or answer questions to show understanding and retention. The teacher will increase phonemic awareness. The students will keep chart reading records. Students will generate questions for other students to answer. Contains 55 references and 50 figures of data. Appendixes contain listening comprehension activity sheets, pretest data, story sheets with questions, surveys and data (pre and post) for home and for children, previous teacher evaluation sheets and data, record sheets, and a letter to parents. (Author/SR)
AN: ED433504
AU: Parker,-Susan-M.; Quigley,-Maura-C.; Reilly,-JoAnn-B.
TI: Improving Student Reading Comprehension through the Use of Literacy Circles.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED433504
DE: *High-Risk-Students; *Instructional-Effectiveness; *Multiple-Intelligences; *Reading-Attitudes; *Reading-Comprehension
DE: Action-Research; Childrens-Literature; Elementary-Education; Reading-Improvement; Reading-Instruction; Student-Attitudes
AB: This report describes a program for advancing at-risk students' reading comprehension, which was adversely affecting their academic progress. The targeted population consisted of elementary students in a middle class community located near a large midwestern city. The problem with reading comprehension was documented through teaching referrals, Chapter One criteria, standardized testing, case study evaluations, and discussion with student readers. Analysis of probable cause data revealed that students reported a lack of skills related to learning key words well enough to be able to retrieve them automatically for use in decoding other words. Faculty reported a weakness in structural analysis skills. Reviews of curricula content and instructional strategies revealed an overemphasis on whole language, lacking the integration of structural analysis skills. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of intervention: the integration of multiple intelligences within literacy circles to improve reading comprehension. Post intervention data indicated an increase in students' attitude towards academic and recreational reading; an increased interest in specific authors when choosing a novel; and an increase in grade level reading comprehension. Contains 45 references and 10 figures of data. Appendixes contain a teacher reflective journal sheet, peer interview questions, student activity sheets, and a book report evaluation form. (Author/SR)
AN: ED433497
AU: Fabrikant,-Wendy; Siekierski,-Nancy; Williams,-Carolyn
TI: Improving Students' Inferential and Literal Reading Comprehension.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight. Appendix R contains illegible type.
PR: EDRS Price MF01/PC05 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED433497
DE: *Instructional-Effectiveness; *Reading-Attitudes; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DE: Action-Research; Class-Activities; Elementary-Education; Reading-Skills; Student-Attitudes
AB: This action research project describes a program for improving literal and inferential reading comprehension skills aimed at increasing overall academic achievement. The targeted population consisted of third, fourth, and fifth grade students in middle class communities located in the Midwest. Evidence for the existence of the problem includes teacher observations and results from the S.T.A.R. standardized tests. Analysis of probable cause data indicates that students exhibit low literal and inferential reading comprehension skills that hinder academic achievement. Probable causes were low self-esteem and a lack of intrinsic motivation, poor recognition skills, limited vocabularies, a lack of activating prior knowledge, limited experiences, and a deficiency in understanding and using inferential thinking and reading comprehension strategies. Evidence of these probable causes was found in research literature and at the targeted sites. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting, resulted in the selection of five major categories of interventions: activation of prior knowledge, the teaching of inferential thinking skills, Directed Reading Thinking Activity (D.R.T.A.), Question Answer Relationship (Q.A.R.), Self-Monitoring Questions, and Literature Circles. Post intervention data indicated an overall increase in student Instructional Reading Level and in student Grade Equivalent scores. Post attitudinal survey data indicated an increase in intrinsic motivation to read for enjoyment. Contains 27 references, 22 figures and 12 tables of data. Appendixes contain a student survey; student worksheets, story maps, and graphic organizers; and outlines for discussing character and plot, making summaries and connecting stories to the world outside. (Author/SR)
AN: ED433496
AU: Spiegel,-Gayle; Vickers,-Lara; Viviano,-Jean
TI: Improving Reading Comprehension.
PY: 1999
NT: Master's Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED433496
DE: *Instructional-Effectiveness; *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction
DE: Action-Research; Class-Activities; Elementary-Education; Grade-2; Grade-4; Reading-Strategies
AB: This report describes a program for advancing reading comprehension skills. The targeted population consisted of second and fourth grade students in an affluent northern suburb of a large midwestern community. The problem of a lack of comprehension skills was documented through teacher observations, student and parent surveys, comprehension checklists, teacher journals, and reading inventories. Analysis of probable cause data indicated that many factors influence a child's level of reading comprehension. These can include poor questioning techniques by the teacher, a lack of student motivation, and a lack of self-monitoring during reading. Teachers need to directly teach comprehension strategies to their students. Instruction needs to go beyond decoding. A review of solution strategies by knowledgeable others, combined with an analysis of the problem setting, resulted in the development of several reading comprehension interventions. These include using literal, inferential, and critical questions, teaching students how to self-monitor their reading, increasing direct instruction of comprehension strategies, and implementing a balanced reading program. Post intervention data indicated an increase in students' use of various reading comprehension strategies. This lead to a greater overall level of understanding during reading for the targeted students. Contains 26 references, 1 figure and 14 tables of data. Appendixes contain a student survey and a parent questionnaire. (Author/SR)
AN: EJ581458
AU: Klingner,-Janette-K.; Vaughn,-Sharon
TI: Promoting Reading Comprehension, Content Learning, and English Acquisition through Collaborative Strategic Reading (CSR).
PY: 1999 SO: Reading-Teacher; v52 n7 p738-47 Apr 1999
DE: *Content-Area-Reading; *Cooperative-Learning; *Reading-Comprehension; *Reading-Strategies
DE: Elementary-Education; English-Second-Language; Heterogeneous-Grouping; Limited-English-Speaking; Reading-Improvement
AB: Describes procedures for teaching Collaborative Strategic Reading (CSR), in which students of mixed reading and achievement levels work in small, cooperative groups to assist one another in applying reading strategies to facilitate their comprehension of content-area text. Discusses whole-class instruction of CSR strategies, implementing CSR in cooperative groups, CSR materials, the teacher's role, and follow-up activities. (SR)
AN: EJ587453
AU: McNabb,-Mary-L.
TI: Using Electronic Books To Enhance the Reading Comprehension of Struggling Readers.
PY: 1998 SO: National-Reading-Conference-Yearbook; v47 p405-14 1998
NT: Journal availability: National Reading Conference, Inc., 122 S. Michigan Ave., Ste. 1776, Chicago, IL 60603.
DE: *Reading-Comprehension; *Reading-Instruction; *Reading-Strategies; *Tutoring-
DE: Educational-Technology; Elementary-Education; Reading-Improvement
AB: Identifies strategies reading tutors and struggling readers used while reading electronic books. Finds that tutors primarily used nine types of strategic comprehension prompts, two of them unique to reading electronic books. Finds that the most prevalent strategy used was to prompt tutees to activate the context elaboration features (multisensory and interactive features) of the electronic books. (SR)
AN: EJ587426
AU: Dymock,-S.-J.
TI: A Comparison Study of the Effects of Text Structure Training, Reading Practice, and Guided Reading on Reading Comprehension.
PY: 1998 SO: National-Reading-Conference-Yearbook; v47 p90-102 1998
NT: Journal availability: National Reading Conference, Inc., 122 S. Michigan Ave., Ste. 1776, Chicago, IL 60603.
DE: *Reading-Comprehension; *Reading-Improvement; *Reading-Instruction; *Text-Structure
DE: Comparative-Analysis; Elementary-Education; Instructional-Effectiveness; Reading-Research; Teaching-Methods
AB: Compares the effects of three different methods of improving reading comprehension: text-structure instruction, reading practice, and guided reading. Finds that standardized tests showed no one method to be more effective than another, but that all three methods had measurable effects on reading comprehension. (SR)
AN: EJ575377
AU: Stanfa,-Kathleen; O'Shea,-Dorothy-J.
TI: The Play's the Thing for Reading Comprehension.
PY: 1998 SO: TEACHING-Exceptional-Children; v31 n2 p48-55 Nov-Dec 1998
DE: *Creative-Dramatics; *Disabilities-; *Improvisation-; *Reading-Comprehension; *Reading-Instruction
DE: Elementary-Secondary-Education; Reading-Difficulties
AB: Describes the use of improvisational drama as a tool to develop reading comprehension skills. Discusses planning improvisational drama, implementing improvisational drama, overcoming obstacles and meeting challenges, and evaluating improvisational drama. An insert summarizes what the research says about effective reading instruction. Examples of promoting comprehension skills through dramatic activities are provided. (DB)
AN: ED420840
AU: Gens,-Patricia; Provance,-Jane; VanDuyne,-Kathleen; Zimmerman,-Kimberlee
TI: The Effects of Integrating a Multiple Intelligence Based Language Arts Curriculum on Reading Comprehension of First and Second Grade Students.
PY: 1998
NT: M.A. Action Research Project, Saint Xavier University and IRI/Skylight.
PR: EDRS Price MF01/PC03 Plus Postage. DL: http://orders.edrs.com/members/sp.cfm?AN=ED420840
DE: *Language-Arts; *Multiple-Intelligences; *Reading-Comprehension; *Reading-Motivation; *Reading-Strategies; *Student-Development
DE: Classroom-Techniques; Curriculum-Development; Grade-1; Grade-2; Learning-Activities; Primary-Education; Reading-Improvement; Reading-Instruction
AB: A program was developed for improving primary level student intelligences in order to improve reading comprehension, prediction skills, and the ability to apply targeted reading strategies. The targeted population consisted of first and second grade students in a middle class community located in the far southern Chicago metropolitan area. The problem of reading comprehension was documented through standardized testing of comprehension, teacher observation, and portfolio accumulation of multiple intelligence activity growth. Analysis of probable cause data revealed students were not motivated to read and failed to make the connection between reading and understanding. A review of suggested solutions by educational experts, combined with an analysis of the problem setting, resulted in the selection of an intervention process which consisted of the development and implementation of a Multiple Based Language Arts Curriculum. Reading comprehension was addressed through child-centered activities designed to include the multiple intelligences, and extensive reading strategies were included. Post-intervention data indicated growth in reading test scores and an increase in the number of students reading at home. Students used reading strategies on a consistent basis to improve comprehension. Children were able to identify the intelligences being targeted in the reading centers. Their portfolios exhibited personalized products of the individual student's growth. (Contains 12 tables of data and 24 references; various sample forms, including a multiple intelligence planning grid, a teacher survey, a reading strategies/comprehension checklist, and a story web, are appended.) (Author/CR)
 Teach A Child To Read With Children's Books |
Other Resources (available either for sale or via interlibrary loan)
Title: 50 active learning strategies for improving reading comprehension. Authors: Herrell, Adrienne L.; Jordan, Michael. Year: 2002 Publisher: Merrill
Title: Vocabulary strategies that boost students' reading comprehension. Grades 2-6. Author: Bureau of Education and Research Year: 2001 Publisher: Bureau of Education and Research. Type: Visual Material
Title: Reading comprehension :strategies for independent learners. Authors: Blachowicz, Camille L. Z.; Ogle, Donna. Year: 2001 Publisher: Guilford Press.
Title: Teaching comprehension and exploring multiple literacies :strategies from The reading teacher. Author: Rasinski, Timothy V. Year: 2000 Publisher: International Reading Association.
Title: Language learning through literature :strategies for enhancing language, critical thinking, and reading comprehension in students with language difficulties. Authors: Rothstein, Vicki.; Termansen, Rhoda. Year: 1999 Publisher: PRO-ED.
Title: Easy mini-lessons for building vocabulary :practical strategies that boost word knowledge and reading comprehension. Author: Robb, Laura. Year: 1999 Publisher: Scholastic Professional Books.
Title: Revisit, reflect, retell :strategies for improving reading comprehension. Author: Hoyt, Linda. Year: 1999 Publisher: Heinemann.
Title: Comprehension skills & strategies in a balanced reading program :[teacher guide]. Author: Rubin, Dorothy. Year: 1998 Publisher: Fearon Teacher Aid.
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