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ERIC Number: ED398533
Record Type: Non-Journal
Publication Date: 1996-Aug-1
Pages: 18
Abstractor: N/A
Reference Count: N/A
Research on the Effectiveness of Reading-for-Comprehension Strategies at the Primary and Intermediate Levels: A Review of the Literature.
Shepley, Thomas Victor
This paper reviews literature on the effectiveness of reading-for-comprehension strategies at the primary (kindergarten through second grade) and intermediate (third through fifth grade) levels. The first section of the paper examines studies that seek to examine the distinctiveness hypothesis; the effectiveness of whole language instruction versus the direct instruction of reading skills (both phonemic awareness and comprehension); and hybrid approaches that combine elements of both. The second section of the paper focuses on the effectiveness of limiting the number of children in reading groups and the types of interaction among students in groups. The third section contains reviews of studies on metacognitive strategies. The fourth section reviews reading process strategies, including an examination of prereading, during reading and post reading strategies. The paper determines that (1) directed instruction of cooperative groups, metacognitive strategies, visualization, and repeated reading are effective strategies; and (2) the larger question of the effectiveness of whole language seems statistically unresolved. The paper concludes with criticism concerning the lack of economic definitions and suggestions for further research. Contains 25 references. (Author/RS)
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A