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ERIC Number: EJ1099006
Record Type: Journal
Publication Date: 2016
Pages: 5
Abstractor: As Provided
ISSN: ISSN-0034-0561
A New Priority: Comprehension Intervention in the Primary Grades
Dougherty Stahl, Katherine A.
Reading Teacher, v69 n6 p627-631 May-Jun 2016
Teachers in primary classrooms who are emphasizing high-level comprehension of complex texts are seeing young children hit comprehension thresholds that were previously only visible among older readers. However, most primary level reading interventions focus on word recognition skills or reading increasingly difficult leveled texts. This article describes the assessment procedures needed to identify the children who need additional support and to diagnose their specific comprehension needs. It also describes research-validated protocols for improving narrative comprehension and informational text comprehension.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A