NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ921322
Record Type: Journal
Publication Date: 2011-Jan
Pages: 13
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-0033-3085
Using the TELLS Prereading Procedure to Enhance Comprehension Levels and Rates in Secondary Students
Ridge, Ashley D.; Skinner, Christopher H.
Psychology in the Schools, v48 n1 p46-58 Jan 2011
A multiple-baseline design was used to evaluate the effects of the Title, Examine, Look, Look, and Setting (TELLS) prereading procedure on reading comprehension in 3, ninth-grade students with reading skills deficits. Results suggest that the TELLS procedure enhanced both comprehension levels and rates across all three students. These comprehension skills, however, did not appear to generalize across passages, suggesting that TELLS may be an effective, but not a particularly efficient prereading strategy. Additional studies are needed to determine if the TELLS procedure can cause meaningful increases in generalizable reading comprehension skills. Discussion focuses on applied and theoretical implications and directions for future researchers. (Contains 2 tables and 2 figures.)
John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test