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ERIC Number: EJ898419
Record Type: Journal
Publication Date: 2010
Pages: 5
Abstractor: ERIC
Reference Count: 25
ISSN: ISSN-0022-8958
Using Peer Tutors to Improve Reading Comprehension
LaGue, Kristina M.; Wilson, Katrina
Kappa Delta Pi Record, v46 n4 p182-186 Sum 2010
The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction" presented recommendations for daily literacy instruction in five key areas: phonemic awareness, phonics, fluency, vocabulary, and comprehension. Applying techniques to address these recommendations has influenced reading programs across the United States in areas such as curriculum development, instructional decisions, and approaches to intervention. This article presents an intervention technique for implementing comprehension strategies based on the report's recommendations. The QUICK method is a comprehension strategy consisting of these elements: (1) Questioning; (2) Understanding new words; (3) Imaging; (4) Connecting; and (5) Keeping it all together. The method is being used with fifth and sixth graders at one elementary school through a peer tutoring program. (Contains 3 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A