The Impact of Explicit, Self-Regulatory Reading Comprehension Strategy Instruction on the Reading-Specific Self-Efficacy, Attributions, and Affect of Students with Reading Disabilities

2006 ◽  
Vol 29 (3) ◽  
pp. 213-230 ◽  
Author(s):  
Jason M. Nelson ◽  
Genevieve Manset-Williamson
Keyword(s):  
Reading Comprehension ◽  
Self Efficacy ◽  
Reading Disabilities ◽  
Strategy Instruction ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
The Impact

The Impact of Explicit Comprehension Strategy Instruction on First- and Second-Grade At-Risk Students

2019 ◽  
Vol 199 (3) ◽  
pp. 128-141
Author(s):  
Paola Pilonieta ◽  
Jennifer Hathaway ◽  
Adriana Medina ◽  
Amanda Casto
Keyword(s):  
At Risk ◽  
Reading Comprehension ◽  
Treatment Group ◽  
Group Treatment ◽  
At Risk Students ◽  
Strategy Instruction ◽  
Control Group ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
The Impact

This study examined the impact of explicit comprehension strategy instruction supported by guided reading and partner reading on at-risk students’ strategy knowledge and reading comprehension. Participants were 47 first graders (25 in the treatment group; 22 in the control group) and 44 second graders (19 in the treatment group; 25 in the control group). Treatment group participants developed more specific knowledge of strategies, were more likely to apply those strategies during reading, and demonstrated statistically significant growth in reading comprehension. Strong correlations appeared between students’ strategic knowledge and overall comprehension. Implications are addressed at length following the discussion of results.

scholarly journals An Article Review on “Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study”

2019 ◽  
Author(s):  
Vira Budiarti ◽  
Yona Dwi Tirta Syafitri ◽  
Tatum Derin
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Strategy Instruction ◽  
Previous Literature ◽  
Independent Learning ◽  
First Year ◽  
Study Program ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Self Study

In an effort to provide insight for others who might wish to provide instruction’s self-study, this paper concludes by discussing emerging themes related to student learning and strategy instruction at the postsecondary level. This present article tries to deliver a review one of the research articles regarding reading comprehension strategies and self-study written by Chyntia Parr and Vera Woloshyn (2013), entitled "Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study". The research was conducted in the first year of the university course. This paper doesn’t deliver objectives adequately but it's very good at analyzing the previous literature and the design of the research will make readers understand generally. Connecting their findings with previous literature, give seminal and contemporary meaning to the context even though the flow is not consistent. In addition, the content of this article is valid (all references accurately) and well-documented. Not only giving a discussion of reading comprehension and strategy instruction, but this paper also contains a theoretical framework that provides an opportunity to reflect the understanding of instruction, challenges, and limitations associated with the application of explicit strategy instruction in the first year class. Therefore, this paper looks at independent learning instruction as a strategy in delivering a repertoire of evidence-based understanding strategies in the context of the first year of the university's English language study program designed to introduce convention students to reading and writing academics. This study will be special entice to researchers and educators because this study describes the efforts of the instructor to integrate understanding instruction in limited postsecondary settings. In addition, this study can be a benchmark for lecturers to provide reading comprehension strategy in a first years course, especially reading skill.

Balanced, Strategic Reading Instruction for Upper-Elementary and Middle School Students with Reading Disabilities: A Comparative Study of Two Approaches

2005 ◽  
Vol 28 (1) ◽  
pp. 59-74 ◽  
Author(s):  
Genevieve Manset-Williamson ◽  
Jason M. Nelson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Language Processing ◽  
Reading Disabilities ◽  
Reading Interventions ◽  
Strategy Instruction ◽  
School Students ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Strategic Reading

In this study we compared the use of two supplemental balanced and strategic reading interventions that targeted the decoding, fluency, and reading comprehension of upperelementary and middle school students with reading disabilities (RD). All students had significant delays in decoding, fluency, comprehension, and language processing. Two comparable, intensive tutorial treatments differed only in the degree of explicitness of the comprehension strategy instruction. Overall, there was meaningful progress in students' reading decoding, fluency, and comprehension. Gains in formal measures of word attack and reading fluency after five weeks of intervention translated into grade-equivalent gains of approximately half a school year. Analysis of the trends in the daily informal fluency probes translated into a weekly gain of 1.28 correct words per minute. The more explicit comprehension strategy instruction was more effective than the less explicit treatment. Findings are discussed in light of the question of how to maximize the effects of reading interventions for older children with RD.

Do EFL Teachers Reduce the Reading Gap in Qatar? A Study of Strategy Instruction in Government Schools

2021 ◽  
Vol 20 (11) ◽  
pp. 494-515
Author(s):  
Wafaa H. M Morsy ◽  
Michael H Romanowski ◽  
Xiangyun Du
Keyword(s):  
Reading Comprehension ◽  
Strategy Instruction ◽  
Text Structure ◽  
Ministry Of Education ◽  
Government Schools ◽  
Cross Sectional ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Explicit Strategy Instruction ◽  
Efl Teachers

Teachers’ instructional practices are crucial to students’ achievement in reading comprehension. Students’ low English reading competence in Qatar’s government schools raises concerns about not only reading comprehension strategy instruction, but also, subsequently, learning as a natural outcome of teachers’ praxis. This quantitative survey investigated English as a foreign language (EFL) reading comprehension strategy instruction of a broad cross-sectional sample of (1-12) EFL teachers (n=754) of government schools in Qatar. The study examines teachers’ most frequently used strategies and explicit strategy instruction. To relate the findings of an exploratory data analysis, descriptive statistics, including means, standard deviations, and frequencies, were calculated for each 5-point Likert scale questionnaire item using the Statistical Package for the Social Sciences (SPSS-Version 24) statistics software. Results revealed that participant teachers reported a generally moderate and high frequency of using comprehension strategies (lowest mean 3.56 and highest mean 4.52). The seven most used strategies (mean score ≥4) were: Identify main ideas, set purpose for reading, predictions, preview text, monitor comprehension, prior knowledge activation, and handle unfamiliar words. Conversely, the five strategies reported a comparatively lower use frequency (mean score ˂4) were: Text structure, questioning, visualizing, summarizing, and think aloud. The major findings on explicit strategy instruction indicated that teachers ignored the gradual release of responsibility to students. The implications of these findings suggest that EFL teachers demonstrate moderate use of reading comprehension strategy instruction. Further recommendations for the Ministry of Education, school principals, and teachers are offered.

Investigating reading comprehension strategies used by teachers during English First Additional Language reading instruction

2021 ◽  
Vol 54 (2) ◽  
pp. 71-93
Author(s):  
Tilla Olifant ◽  
Madoda Cekiso ◽  
Naomi Boakye ◽  
Nophawu Madikiza
Keyword(s):  
Reading Comprehension ◽  
Reading Instruction ◽  
Basic Education ◽  
Strategy Instruction ◽  
Language Teachers ◽  
Comprehension Strategies ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Reading Comprehension Strategies ◽  
Reading Comprehension Instruction

Since the purpose of reading is comprehension, the major goal of reading comprehension instruction is to help learners develop knowledge, skills, and strategies so that they become strategic readers who read for comprehension. Language teachers use reading comprehension strategies as an instruction tool to assist learners to develop into strategic readers. However, the range of strategies used by teachers is crucial. This paper presents classroom observations of reading comprehension strategy instruction used by four purposively selected English First Additional Language (FAL) teachers. The study was qualitative in nature and a case study design was chosen. The findings of the study reveal that teachers did not provide opportunity to support learners’ independent comprehension strategy use. Furthermore, the study has disclosed that the teachers’ inability to engage learners in reading comprehension strategies might signify the teachers’ lack of knowledge of how to incorporate reading comprehension strategies as an instructional tool during reading comprehension lessons. The authors recommend that the Department of Basic Education institute interventions to empower teachers on how to teach reading comprehension strategies.

Reading Comprehension Strategy Instruction and Attribution Retraining for Secondary Students With Learning and Other Mild Disabilities

2011 ◽  
Vol 44 (1) ◽  
pp. 18-32 ◽  
Author(s):  
Sheri Berkeley ◽  
Margo A. Mastropieri ◽  
Thomas E. Scruggs
Keyword(s):  
Reading Comprehension ◽  
Secondary Students ◽  
Strategy Instruction ◽  
Ninth Graders ◽  
Future Research ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Mild Disabilities ◽  
Read Naturally ◽  
Attribution Retraining

A pre-post experimental design with 6-week delayed posttest was implemented to investigate the effects of reading comprehension strategy (RCS) instruction with and without attribution retraining (AR) on reading outcomes for seventh, eighth, and ninth graders with learning and other mild disabilities. Students were randomly assigned to one of three treatments: RCS+AR, RCS, or a Read Naturally (Ihnot, 1992) comparison condition. Results indicated that compared to the comparison group, both strategy instruction groups performed better on a summarization measure of comprehension after treatment producing large effect sizes. Both groups also performed better after a 6-week delay; however, only the RCS+AR group maintained a large effect size. In addition, RCS+AR students displayed higher attributions for reading success at post- and delayed posttesting. Implications for practice and future research are discussed.

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