NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED473054
Record Type: Non-Journal
Publication Date: 2002-Dec
Pages: 85
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Improving Reading Comprehension by Predicting, Monitoring Comprehension, Remediation, and Personal Response Strategies.
Jacobucci, Leanne; Richert, Judy; Ronan, Susan; Tanis, Ariana
This report describes a program for improving inconsistent reading comprehension. The targeted population consisted of first, third, and fifth grade classrooms in a diverse middle class community located in Illinois. The problems of low academic achievement were documented through teacher observation, reading comprehension test scores, and low report card grades. Analysis of probable cause data revealed that parental expectations for the success of children, poverty, and lack of literacy experiences in the home were contributing factors. In the classroom a lack of effective reading strategies and inconsistent teaching theories contributed to reading comprehension problems. Low self-efficacy in the students also played a part in the difficulty. A review of solution strategies suggested by experts resulted in three possible interventions: appropriate graphic organizers, implementation of new teaching strategies in questioning classification process, and direct instruction provided by the instructors. Post intervention data indicated more student involvement and interest in reading. The learners exhibited more organization skills, more internalization, and personal responsibility in learning. Finally, more effective instruction was provided by the teachers through the instruct, model, and coach and practice method. Contains 27 references, and 10 table and 8 figures of data. Appendixes contain two teacher observation checklists, a reading survey, a visual aid, and blank Venn diagram, flow chart, and main idea/detail webs. (Author/RS)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Illinois