Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches

Autor/inn/en	McKeown, Margaret G.; Beck, Isabel L.; Blake, Ronette G. K.
Titel	Rethinking Reading Comprehension Instruction: A Comparison of Instruction for Strategies and Content Approaches
Quelle	In: Reading Research Quarterly, 44 (2009) 3, S. 218-253Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0553
DOI	10.1598/RRQ.44.3.1
Schlagwörter	Forschungsbericht; Reading Comprehension; Reading Instruction; Comparative Analysis; Instructional Effectiveness; Teaching Methods; Grade 5; Elementary School Students; Elementary School Teachers; Urban Schools; Reading Strategies; Basal Reading; Pennsylvania + Suchen Sie Ihr Suchwort? Leseverstehen; Leseunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Reading strategy; Leselernstufe; Lesetechnik; Lesetraining
Abstract	Reports from research and the larger educational community demonstrate that too many students have limited ability to comprehend texts. The research reported here involved a two-year study in which standardized comprehension instruction for representations of two major approaches was designed and implemented. The effectiveness of the two experimental comprehension instructional conditions (Content and Strategies) and a control condition were compared. Content instruction focused student attention on the content of the text through open, meaning-based questions about the text. In strategies instruction, students were taught specific procedures to guide their access to text during reading of the text. Lessons for the control approach were developed using questions available in the Teacher 's Edition of the basal reading program used in the participating classrooms. Student participants were all fifth graders in a low-performing urban district. In addition to assessments of comprehension of lesson texts and an analysis of lesson discourse, three assessments were developed to compare student ability to transfer knowledge gained. The results were consistent from Year 1 to Year 2. No differences were seen on one measure of lesson text comprehension, the sentence verification technique (SVT). However, for narrative recall and expository learning probes, Content students outperformed Strategies students, and occasionally, the Basal control students outperformed Strategies students. For one of the transfer assessments, there was a modest effect in favor of the Content students. Transcripts of the lessons were examined and differences in amount of talk about the text and length of student response also favored the Content condition. (Contains 19 tables.) (As Provided).
Anmerkungen	International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10