ERIC Number: EJ955052
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 26
Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?
Prado, Ludivina; Plourde, Lee A.
Reading Improvement, v48 n1 p32-43 Spr 2011
The relationship between the intentional teaching of reading strategies and the increase in reading comprehension was studied. The Northwest Evaluation Association (NWEA) reading pretest and posttest scores of 57 subjects were analyzed to see if there was a significant increase in performance after the reading strategies were taught. The study also analyzed the difference in how the boys performed in comparison to girls and the results were discussed to see if there was a correlation with gender and reading gains and losses. There was a significant increase in the NWEA post-test scores after the students had received specific reading strategy instruction.
Descriptors: Reading Comprehension, Reading Strategies, Scores, Gender Differences, Teaching Methods, Reading Instruction, Pretests Posttests, Inferences, Reading Tests, Questioning Techniques, Imagery, Thematic Approach, Grade 4, Brain
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/ri.html
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 4
Authoring Institution: N/A
Identifiers - Location: Washington