ERIC Number: EJ1092894
Record Type: Journal
Publication Date: 2015-Mar-1
Abstractor: As Provided
Reference Count: 68
Investigating the Effects of an Experimental Approach to Comprehension Instruction within a Literacy Clinic
Ortlieb, Evan; McDowell, F. D.
Current Issues in Education, v19 n1 Mar 2016
Reading comprehension levels of elementary students have not significantly improved in the 21st century and as a result, the need for systematic and intensive reading interventions is as high as ever. Literacy clinics are an ideal setting for struggling readers to experience success through the implementation of a cyclical approach to individual assessment, planning, instruction, and evaluation. Yet, additional research is needed to create current models of literacy clinics. This investigation aims to measure the effects of an experimental approach to reading comprehension instruction in the third grade within an off-campus literacy clinic. Its findings are relevant to those involved in literacy remediation, including literacy clinic directors, preservice educators, and curriculum directors.
Descriptors: Reading Comprehension, Literacy Education, Reading Instruction, Elementary School Students, Grade 3, Clinics, Preservice Teachers, College School Cooperation, Tutoring, Quasiexperimental Design, Experimental Groups, Control Groups, Comparative Analysis, Scores, Standardized Tests, Pretests Posttests
Arizona State University, Mary Lou Fulton Institute and Graduate School of Education. Deans Office, P.O. Box 870211 Payne 108, Tempe, AZ 85287. Tel: 480-965-3306; Fax: 480-965-6231; e-mail: firstname.lastname@example.org; Web site: http://cie.asu.edu
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education; Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Georgia