ERIC Number: ED477160
Record Type: Non-Journal
Publication Date: 2003-Apr-28
Teaching Comprehension through a Comprehension Strategy Framework.
Competent readers use strategies automatically; moreover, the use of strategies is a natural part of their reading process. Interested in the effects of the direct teaching of strategies to poor readers, a researcher decided to use a classroom action research approach. She studied reading strategies used by competent readers before, during, and after reading. Of particular interest was the comprehension strategy framework approach as described by Dowhower (1999). The research question was: Will teaching comprehension through a comprehension strategy framework improve poor readers' comprehension? To further explore the general question and determine the effectiveness of direct strategy instruction, three questions were focused on: Will group discussion comments of poor readers include more high-level comments as classified by Bloom, Englehart, et. al. (1956)?; Will journal responses of poor readers increase in length and include more high-level responses as classified by Bloom (1956)?; and Will performance of poor readers on standardized assessments of comprehension improve? Subjects were 12 students from the fourth grade at an elementary school in a rural town near Austin, Texas. Data collection included: teacher observation during group discussions; reader response journals; and multiple-choice assessments written in a format similar to the Texas Assessment of Knowledge and Skills (TAKS) test scores. At the project's conclusion the researcher administered the released version of the Reading TAAS (Texas Assessment of Academic Skills) test students had taken the previous year. The four reading strategies used by competent readers were taught directly. Results were slightly positive, possibly because of the limited time the researcher was allowed with the participants. Includes a figure. Contains 11 references and data forms. (NKA)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A