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ERIC Number: ED435095
Record Type: Non-Journal
Publication Date: 1999-May
Pages: 162
Abstractor: N/A
ISBN: N/A
ISSN: N/A
EISSN: N/A
Improving Comprehension and Attitude toward Reading Using a Balanced Reading Approach.
Gunner, Alison S.; Smith, Julie A.; Smith, Sauda D.
This report describes an effective instructional technique for advancing reading comprehension through a balanced reading program. The targeted population consisted of third- and eighth-grade students from three middle class communities located in the south suburbs of Chicago. Reading comprehension concerns were documented through data obtained from standardized tests, teacher-made comprehension assessments, a parent survey, and student surveys. A balanced reading program was implemented to improve students' attitudes toward reading and to promote comprehension within the targeted classrooms. The balanced reading program combined read aloud, shared reading, guided reading, independent reading, and a home-school program that lead students to respond critically and thoughtfully to literature. The intervention proved successful as evidenced by test results and post surveys. Posttest scores demonstrated increased growth in reading comprehension within all targeted grades. Post surveys provided information to support attitude improvement. (Contains 56 references, and 11 tables and 12 figures of data; appendixes contain survey instruments, graphic organizers, logs, self report instruments, and pre-and posttests.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A