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ERIC Number: ED498785
Record Type: Non-Journal
Publication Date: 2007-Oct
Pages: 27
Abstractor: ERIC
Reference Count: 45
Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read. Issues and Answers. Rel 2007-No. 038
Apthorp, Helen; Clark, Tedra
Regional Educational Laboratory Central
The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. Reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards. This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction-teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning-for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach struggling readers. Contents include: (1) Overview; (2) Why This Report; (3) Results from One Study of Peer-Assisted Learning; and (4) Better Research on Strategy Instruction. The following are appended: (1) Methodology; (2) Students with Disabilities in the Central Region by State and Disability Category; and (3) Search Terms and Results for Literature Searches. (Contains 4 tables and 5 notes.)
Regional Educational Laboratory Central at McREL. 4601 DTC Boulevard Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site:
Publication Type: Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Institute of Education Sciences (ED), Washington, DC.; Mid-Continent Research for Education and Learning, Aurora, CO.
IES Funded: Yes