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ERIC Number: EJ919056
Record Type: Journal
Publication Date: 2011-Mar
Pages: 3
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-0013-127X
Peer Tutors Improve Reading Comprehension
LaGue, Kristina M.; Wilson, Katrina
Education Digest: Essential Readings Condensed for Quick Review, v76 n7 p56-58 Mar 2011
The influential report "Teaching Children to Read: An Evidenced-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction," published by the National Reading Panel in 2000, 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 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: (1) Questioning; (2) Understanding new words; (3) Imaging; (4) Connecting; and (5) Keeping it all together. Considering the numbers of students with low levels of literacy and limited resources, models such as peer tutoring using the QUICK strategy may be viable options to costly intervention programs.
Prakken Publications. 832 Phoenix Drive, P.O. Box 8623, Ann Arbor, MI 48108. Tel: 734-975-2800; Fax: 734-975-2787; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 5; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A