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ERIC Number: EJ1041353
Record Type: Journal
Publication Date: 2014
Pages: 22
Abstractor: As Provided
Reference Count: 44
ISSN: ISSN-1934-5747
Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes
Simmons, Deborah; Fogarty, Melissa; Oslund, Eric L.; Simmons, Leslie; Hairrell, Angela; Davis, John; Anderson, Leah; Clemens, Nathan; Vaughn, Sharon; Roberts, Greg; Stillman, Stephanie; Fall, Anna-Maria
Journal of Research on Educational Effectiveness, v7 n4 p309-330 2014
In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers' English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES = 0.09) and expository comprehension (ES = 0.22), as well as a standardized distal comprehension measure (ES = 0.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools; Grade 7; Elementary Education; Grade 8; Grade 9; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305F100013