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ERIC Number: ED432011
Record Type: Non-Journal
Publication Date: 1999-May-24
Pages: 47
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Directed Reading Thinking Activity Strategies To Teach Students Reading Comprehension Skills in Middle Grades Language Arts.
DeFoe, Marguerite Corbitt
This practicum was designed to use directed reading thinking activity strategies to teach reading comprehension skills to middle grades language arts students who frequently failed to make passing scores in reading comprehension exercises. The program included three specific strategies. The first strategy was to teach the students higher-order thinking and metacognitive skills by using SRA (Science Research Associates) activities, Directed Reading/Thinking Activities, and Question and Answer Relationship strategies. The second strategy was to teach the students decoding by analogy. The third strategy was to use cooperative learning while working on reading comprehension assignments. The goal and expectations were for all the students to improve reading comprehension so that students would make better grades. An analysis of the data revealed that students did improve their reading comprehension skills, but not significantly. Parent involvement was not what was expected. The lack of interest was due to tight schedules, and their perceived inability to help. Contains 31 references. (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A