ERIC Number: ED454503
Record Type: RIE
Publication Date: 2001-May
Improving Reading Achievement through the Implementation of Reading Strategies.
Cramer, Cynthia; Fate, Joan; Lueders, Kristin
This study describes a program designed to increase student achievement in reading. The targeted population consisted of first and fourth grade elementary students in a Midwest community. Evidence for the existence of the problem included standardized tests and alternative assessments to measure reading achievement, and teacher observations with anecdotal records to document student reading growth. Analysis of probable causes was evidenced by teachers' observations of students' poor decoding strategies and weak comprehension skills. Teachers reported that students did not exhibit necessary decoding skills to be fluent readers. It was also noted that students did not demonstrate use of higher order thinking skills when responding to comprehension activities. A review of solution strategies suggested by cited authors, combined with an analysis of the problem setting, resulted in the selection of three categories of intervention: Instruction on the Four Block Method to improve student's decoding skills, the use of graphic organizers, and questioning techniques to increase student comprehension levels. The results of the implementation of the Four Block Method, graphic organizers, and questioning techniques were positive. Based on the presentation and analysis of the data, the teachers believe that the implementation of the strategies was very beneficial in helping students acquire decoding and comprehension skills necessary to become proficient readers. (Contains 29 references, 2 figures, and 5 tables of data. Appendixes contain first grade high frequency words; checklists; the four components of a balanced reading and language arts classroom; a story summary guide recording chart; an oral reading assessment; a summary rubric; story maps; and a list of words for each level of the taxonomy.) (Author/RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Masters Program.