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ERIC Number: EJ817114
Record Type: Journal
Publication Date: 2008-Sep
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0034-0561
START Comprehending: Students and Teachers Actively Reading Text
Scharlach, Tabatha Dobson
Reading Teacher, v62 n1 p20-31 Sep 2008
An easily-implemented instructional innovation that improved reading comprehension for students including striving readers, average readers, and advanced readers is described in this article. START (Students and Teachers Actively Reading Text) was developed to improve reading comprehension instruction and achievement. This innovative instructional framework improved reading comprehension achievement and instruction through modeling and scaffolding eight comprehension strategies during teacher read-aloud and actively engaged students in strategic reading during independent reading. Using this framework, teachers enhanced their reading comprehension instruction, students' reading comprehension achievement, and students' use of metacognitive comprehension strategies. Teachers using the START framework maximized the effectiveness of instruction that was already occurring during the school day and did not add more planning time or take away from other valuable instructional time. With clear results in student achievement and a comprehensive focus on scientifically-based reading research, the START framework provides teachers with an effective instructional framework to enhance reading comprehension instruction. (Contains 3 figures and 5 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A