ERIC Number: EJ1147639
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
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.
Descriptors: Small Group Instruction, Reading Instruction, Reading Comprehension, Elementary School Students, Grade 4, Grade 5, Response to Intervention, Remedial Reading, Reading Fluency, Reading Strategies, Instructional Effectiveness, Scores, Inferences
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: email@example.com; Web site: http://naspjournals.org/
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A