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ERIC Number: ED406660
Record Type: Non-Journal
Publication Date: 1995-Sep-21
Pages: 87
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Reading Comprehension.
Anhalt, Mary Emily; And Others
An action research study described and evaluated a program for improving the reading comprehension of targeted first, second, and third grade students, in a progressive suburban community in northern Illinois. The problem was noted by the researchers, who in recent years had observed a need for improvement in reading comprehension as indicated by teacher observation of classroom reading responses and assessments. Analysis of probable cause data revealed that the philosophy of whole language is enriched by a blending of systematic direct instruction of reading processes and that teachers need to consistently implement existing strategies within the curricular structure to improve comprehension. In addition, curriculum demands limit the time being spent on independent reading beyond the content areas. A review of the research literature combined with analysis of the problem settings suggests a three-faceted intervention: implementation of reading strategies to increase reading comprehension; creation of a reading workshop in the classroom; and establishment of an at-home reading incentive program. Post intervention data indicated an increase in reading comprehension due to the successful implementation of directly taught and modeled reading strategies, the facilitation of a classroom reading workshop, and the introduction of an at-home incentive reading program. (Contains 36 references and 15 figures of data. Appendixes present survey instruments, data, a literature log form, journal starters, a first-grade reading record sheet, and various other recording sheets.) (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois