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ERIC Number: EJ881051
Record Type: Journal
Publication Date: 2010
Pages: 26
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0270-2711
Instruction of Research-Based Comprehension Strategies in Basal Reading Programs
Pilonieta, Paola
Reading Psychology, v31 n2 p150-175 2010
Research supports using research-based comprehension strategies; however, comprehension strategy instruction is not highly visible in basal reading programs or classroom instruction, resulting in many students who struggle with comprehension. A content analysis examined which research-based comprehension strategies were presented in five elementary school basal readers and how the basals suggest that the strategies be taught. The analysis found that two thirds of instructional recommendations were research-based strategies; several strategies did not appear in basals, and others received minimal attention. Findings suggest that though the state of comprehension instruction in basals is not as dire as previous research suggests, improvements can be made. (Contains 8 tables and 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 12; Grade 4; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001