NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1147639
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
ISSN: EISSN-1938-2243
A Small-Group Reading Comprehension Intervention for Fourth- and Fifth-Grade Students
Scholin, Sarah E.; Haegele, Katherine M.; Burns, Matthew K.
School Psychology Forum, v7 n2 p40-49 Sum 2013
Most reading interventions within a response-to-intervention model focus on remediating code-based deficits. This article describes a small-group comprehension intervention that was implemented with three fourth- and fifth-grade students who demonstrated difficulties with reading comprehension but acceptable reading fluency. The intervention involved teaching the students specific strategies including prediction, summarization, activation of prior knowledge, question generation, and clarification. Students were also taught strategies to understand inferential comprehension questions. The format, procedures, and evaluation of the intervention are described in detail. Evaluation data suggested that the intervention was successful.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A