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ERIC Number: ED420842
Record Type: RIE
Publication Date: 1998-May-5
Pages: 57
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Graphic Organizers, Cooperative Learning Groups, and Higher Order Thinking Skills to Improve Reading Comprehension.
Bowman, Leigh A.; Carpenter, Jan; Paone, Rose Ann
This project paper described a program for increasing reading comprehension. The targeted population consisted of sixth grade students at River Bend Elementary School in a middle class community located in western Illinois. The problem of a steady decline in reading comprehension was documented by the Illinois Goals Assessment Program, Iowa Tests of Basic Skills, curriculum reading tests, and teacher's observation. Analysis of probable cause data revealed that students lacked self esteem, chose to watch television instead of read, and did not value education; curriculum content is new and untested; teaching styles have not met learning styles; at-risk students have been transferring to the school from within the district; grade level expectations have been lowered; parents lack interest in their child's education; and teachers reported that students do not apply reading strategies independently and read less frequently in their spare time. Professional consensus revealed that students do not implement comprehension strategies on their own. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three major categories of intervention: the implementation of cooperative learning groups, higher order thinking skills, and graphic organizers. Results indicated a substantial increase in reading comprehension. (Contains 40 references, and three tables and five figures of data. Appendixes contain samples of surveys, reading inventories, cooperative lesson plans, higher order thinking skills lessons, and graphic organizers.) (RS)
Publication Type: Dissertations/Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: M.A. Action Research Project, Saint Xavier University.