ERIC Number: ED455504
Record Type: RIE
Publication Date: 2001-May
Reference Count: N/A
Improving Reading Comprehension in the Content Areas.
Durley, Jill; Emlen, Rita; Knox, Kimberly; Meeker, Marcia; Rhea, Peggy
This report describes a program implemented to improve reading comprehension in the content areas. The targeted population will consist of students in grades two, three, four, and five, in five midwestern schools, four public and one private. The problem of poor comprehension will be documented through test scores, parent and student surveys, and teacher anecdotal records. After initial review of the literature and analysis of the site, probable causes for poor comprehension were related to the lack of reading strategies, poor background knowledge, inadequate vocabulary development, and not enough general practice in reading. A review of solution strategies suggested by current research and by educational leaders, combined with an analysis of the problem setting, resulted in the selection of five major categories of intervention: activation of prior knowledge, acquisition of vocabulary, development of reading strategies, organization of story elements, and improvement of reading fluency. Based on results from tests, surveys, and anecdotal records, the following positive changes were noted. There was considerable improvement in students' reading comprehension skills. Additionally, meta-cognitive activities resulted in greater student involvement in, and responsibility for, their own learning. The data suggest that because of the intervention, students now have the knowledge and tools to comprehend reading material across the curriculum. The paper contains 56 references and 15 figures of data. Appendixes contain survey instruments, pretests, sample story maps, and a sample choral reading. (Author/RS)
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development.