ERIC Number: ED433497
Record Type: RIE
Publication Date: 1999
Improving Students' Inferential and Literal Reading Comprehension.
Fabrikant, Wendy; Siekierski, Nancy; Williams, Carolyn
This action research project describes a program for improving literal and inferential reading comprehension skills aimed at increasing overall academic achievement. The targeted population consisted of third, fourth, and fifth grade students in middle class communities located in the Midwest. Evidence for the existence of the problem includes teacher observations and results from the S.T.A.R. standardized tests. Analysis of probable cause data indicates that students exhibit low literal and inferential reading comprehension skills that hinder academic achievement. Probable causes were low self-esteem and a lack of intrinsic motivation, poor recognition skills, limited vocabularies, a lack of activating prior knowledge, limited experiences, and a deficiency in understanding and using inferential thinking and reading comprehension strategies. Evidence of these probable causes was found in research literature and at the targeted sites. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting, resulted in the selection of five major categories of interventions: activation of prior knowledge, the teaching of inferential thinking skills, Directed Reading Thinking Activity (D.R.T.A.), Question Answer Relationship (Q.A.R.), Self-Monitoring Questions, and Literature Circles. Post intervention data indicated an overall increase in student Instructional Reading Level and in student Grade Equivalent scores. Post attitudinal survey data indicated an increase in intrinsic motivation to read for enjoyment. Contains 27 references, 22 figures and 12 tables of data. Appendixes contain a student survey; student worksheets, story maps, and graphic organizers; and outlines for discussing character and plot, making summaries and connecting stories to the world outside. (Author/SR)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Action Research Project, Saint Xavier University and IRI/Skylight. Appendix R contains illegible type.