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ERIC Number: ED524548
Record Type: Non-Journal
Publication Date: 2010
Pages: 165
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-5281-4
ISSN: N/A
From Decoding to Reading Comprehension: An Assessment of the Effectiveness of the Training of Intervention Providers to Teach Reading Comprehension
Gold, Carol
ProQuest LLC, Ed.D. Dissertation, D'Youville College
Research indicates that the most effective instruction in basic reading skills and reading comprehension should take place in the classroom. For some students, however, additional reading instruction outside of the regular classroom may be needed and should begin early in a student's educational career. Since reading comprehension is the goal of reading, supplemental reading intervention should include reading strategies that foster comprehension. This quantitative study examined whether reading intervention providers with varying educational experience could be trained to deliver reading instruction that increased students' ability to comprehend text. A two year comparison of the assessment results for first grade students determined to need strategic reading intervention found no statistically significant difference in reading comprehension between the two groups as a result of the comprehension instruction. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A