Study Name
 |
Design
Rating
 |
Strategy, Subjects, Effects
 |
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Taylor, Pearson, Peterson, & Rodriguez.
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in literacy learning.
Read full review
reading_4-6_82 |
4 |
Strategy: Looked at overall curricular and teaching variables that account for growth in reading comprehension, fluency and writing measures over a school year in grades 1 - 5 within 9 participating school districts.
Subjects: : 9 schools that were part of the CIERA School Change Project in 2000-2001 - 88 teachers (experience ranged from 0-35 years, almost all held a bachelor's degree in education or a related field, 40% had master's degrees) and 792 students (70 -95% subsidized lunch; 2%-68% non-native speakers of English; 67-91% minorities)
Results: Higher level questioning was related to student literacy growth. Relatively frequent phonics instruction was negatively related to students' fluency growth in grades 2-5. Active engagement on the part of the student and the teacher had a positive impact on reading comprehension. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Discussion
Grades: K-5
Diverse Learners
Keywords:
teacher effectiveness; student engagement |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Lysynchuk, Pressley, & Vye.
Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders.
Read full review
reading_4-6_26 |
4 |
Strategy: Reciprocal teaching
Subjects: 71 fourth and seventh graders considered to be poor comprehenders in Canada
Results:
| |
Standardized
Comprehension |
Standardized Vocabulary |
| Fourth Graders |
+0.56 |
+0.44 |
| Seventh Graders |
+0.54 |
-0.41 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8
Diverse Learners
Keywords:
reciprocal teaching; questioning: summarizing; predicting |
Study:
Rosenshine, Meister, & Chapman.
Teaching students to generate questions: A review of the intervention studies.
Read full review
reading_4-6_32 |
4 |
Strategy: Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used. |
Reading Topics:
• Comprehension
– Questioning Strategies
Grades: 3-5, 6-8, 9-12
Keywords:
questioning; students' questions; interventions |
Study:
Rosenshine & Meister.
Reciprocal teaching: A review of the research.
Read full review
reading_4-6_34 |
4
Meta-analysis |
Strategy: Reciprocal Teaching (Cognitive Strategy Instruction)
Subjects: Subjects for the collection of research varied from first grade to college level.
Results: The overall results indicated that gains were made by students in the treatment groups on comprehension measures. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: Diverse Learners
Keywords:
reciprocal teaching; summarizing; questioning; predicting |
Study:
Taylor, Pearson, Peterson, & Rodriguez.
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in literacy learning.
Read full review
reading_4-6_82 |
4 |
Strategy: Looked at overall curricular and teaching variables that account for growth in reading comprehension, fluency and writing measures over a school year in grades 1 - 5 within 9 participating school districts.
Subjects: : 9 schools that were part of the CIERA School Change Project in 2000-2001 - 88 teachers (experience ranged from 0-35 years, almost all held a bachelor's degree in education or a related field, 40% had master's degrees) and 792 students (70 -95% subsidized lunch; 2%-68% non-native speakers of English; 67-91% minorities)
Results: Higher level questioning was related to student literacy growth. Relatively frequent phonics instruction was negatively related to students' fluency growth in grades 2-5. Active engagement on the part of the student and the teacher had a positive impact on reading comprehension. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Discussion
Grades: K-5
Diverse Learners
Keywords:
teacher effectiveness; student engagement |
Study:
Davey & McBride.
Effects of question-generation training on reading comprehension.
Read full review
reading_4-6_13
|
3 |
Strategy: Question-generation training
Subjects: 120 6th-graders; English was their native spoken language
Results: Significant effects for both treatment groups, F(4, 114) = 4.58, p<.05, and question type F(1, 115) = 85.84, p<.05 |
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
Grades: 6
Keywords:
questioning; students' questions |
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Raphael & McKinney.
An examination of fifth- and eighth-grade children's question-answering behavior: An instructional study in metacognition.
Read full review
reading_4-6_47
|
4 |
Strategy: QAR - Question Answer Relationship
Subjects: 217 5th and 8th grade students from 4 comparable suburban schools in Salt Lake City
Results: Training does enhance children's performance on comprehension tasks, and is particularly effective with children of average and low-reading abilitiy levels, particularly with regard to implicit question types. |
|
Study:
Rosenshine, Meister, & Chapman.
Teaching students to generate questions: A review of the intervention studies.
Read full review
reading_4-6_32 |
4 |
Strategy: Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used. |
Reading Topics:
• Comprehension
– Questioning Strategies
Grades: 3-5, 6-8, 9-12
Keywords:
questioning; students' questions; interventions |
Hayes.
The potential for directing study in combined reading and writing activity.
Read full review
reading_7-8_42
|
4 |
Strategy: Students assigned randomly to one of four groups: 3 treatment groups assigned to write either paraphrases, questions, or compare-contrast statements & a control group with matching exercises. All students followed steps—
Step 1: Silently read 275-word passage.
Step 2: Remember/write passage without looking back. Step 3: Follow directions on next page of booklet:
Paraphrase group — Directed to summarize "levers" passage in own words. Question group — Made up as many questions as they could for passage. Other two groups — Directed to read and study a passage on the inclined plane.
Step 4: Paraphrase and Question groups followed written directions to read "inclined plane" passage and apply their earlier process. Compare-contrast group wrote likenesses between levers and inclined planes. Control group matched the lever and the inclined plane to a list of characteristics. Groups followed same procedure for passages on pulley and wheel and axel. Were required to write as much as they could remember about initial passage without looking back.
Subjects: 176 tenth-grade boys and girls from a comprehensive high school. Slow readers were left out of the sample.
Results: The medium effect size (+3.61), distinguishing the recalls of students in the compare-contrast-writing and question-writing groups. Students in these two groups generated more new information than students in the matching and paraphrasing groups.The number of constructions produced by student in the question-writing groups significantly (+2.496) exceeded the number produced by students in every other group, the compare-contrast writing group (+1.799), the paraphrase-writing group (+1.185) and the matching group (+1.571).
|
• Comprehension
– Questioning Strategies
|
Study:
McNamara, Kintsch, Songer, Butler & Kintsch.
Are good texts always better? Interactions of text coherence, background knowledge, and levels of understanding in learning from text.
Read full review
reading_7-8_52 |
4 |
Strategy: Construction/Integration Models of Text Comprehension
Subjects: Exp 1: 36 seventh through ninth graders in Boulder, Colorado. Exp 2: 56 seventh through tenth graders
Results: Experiment 1: There are advantages for globally coherent text and for more explanatory text.
Experiment 2: Readers who know little about the domain of the text benefit from a coherent text, whereas the high-knowledge readers benefit from a minimally coherent text. |
Reading Topics:
• Comprehension
– Text Structure
– Questioning Strategies
– Activating Background Knowledge
Grades: 7, 8, 9
Keywords:
science; inferences; recall |
Study:
Holmes.
The effect of states of prior knowledge on question answering.
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reading_4-6_87 |
3 |
Strategy: No specific strategy/model, program, material, or intervention was used. Study looked at the effects prior knowledge of good and poor readers had on their ability to answer questions.
Subjects: 56 5th graders varying in reading ability (CAT score) and level of prior knowledge (# of accurate facts per 2 selected topics).
Results: The study found that poor readers did not seem to use a large store of background knowledge to the same advantage as the good readers. Poor readers with high background information ere less successful in inferencing, modifying correct information and learning new information. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Activating Background Knowledge
Grades: 5
Diverse Learners
Keywords:
questioning; expository text |
Study:
Wong, Wong, Perry, & Saarvatsky.
The efficacy of a self-questioning summarization strategy for use by underachievers and learning disabled adolescents in social studies.
Read full review
reading_7-8_66
|
3 |
Strategy: Self-questioning summarization
Subjects: Study 1 - five 7th-graders. Study 2: three 8th-graders. Of the 8 students, 2 were learning disabled, 2 were suspected of learning disabilities, and 4 were underachievers.
Results: Results were as follows: (1) adolescents successfully learned the summarization skills, (2) the strategy effectively increased recall, and (3) the subjects used wide individual differences in employing the strategy.
|
Reading Topics:
• Comprehension
– Questioning Strategies
– Text Structure
Grades: 6-8
Diverse Learners
Keywords:
self-questioning; summarizing; social studies; main idea
|
Study Name
|
Design
Rating
|
Strategy, Subjects, Effects
|
Topics
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Rosenshine, Meister, & Chapman.
Teaching students to generate questions: A review of the intervention studies.
Read full review
reading_4-6_32 |
4 |
Strategy: Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used. |
Reading Topics:
• Comprehension
– Questioning Strategies
Grades: 3-5, 6-8, 9-12
Keywords:
questioning; students' questions; interventions |
Study:
Hayes.
The potential for directing study in combined reading and writing activity.
Read full review
reading_7-8_42
|
4 |
Strategy: Paraphrasing, Questioning, Comparing/Contrasting after reading
Subjects: 56 students in two 6th grade classes in a university lab school; wide range of abilities and backgrounds.
Interview sub-sample of 30 students was randomly selected from the 56.
Results: Compare-Contrast writing and question-writing groups Effect Size= +3.61
The results show that writing in response to reading can affect students’ thinking about what is read.
|
Reading Topics:
• Comprehension
– Misc. (writing)
Grades: 9-12
Keywords:
inferencing; writing; studying
|
Study:
Singer & Donlan.
Active comprehension: Problem-solving schema with question generation for comprehension of complex short stories.
Read full review
reading_9-12_43 |
4 |
Strategy: Problem Solving/Question Generation
Subjects: Students from 3 11th-grade English classes
Results: High school students can learn to apply a problem-solving schema, combining schema-general questions to fit complex stories and a strategy of generating story-specific questions. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Text Structure
Grades: 9-12
Keywords:
story structure; questioning; schema |
Study:
Andre & Anderson.
The development and evaluation of a self-questioning study technique.
Read full review
reading_9-12_60 |
2 |
Strategy: Self-questioning
Subjects: First study - 29 seniors; second study 81 juniors and seniors average or above average and randomly assigned to one of the three experimental groups.
Results: The self-questioning with training showed a significant main effect for treatment. Both studies indicated that student generation of questions during study is more effective for lower verbal students than for higher verbal ability students. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
– Text Structure
Grades: 9-12
Keywords:
student questions; prose text
|
Study:
Lee.
Is October Brown Chinese? A cultural modeling activity system for underachieving students.
Read full review
reading_4-6_51 |
1 |
Strategy: Cultural Modeling Project
Subjects: Intact class taught by the researcher at an all-African American high school; 69% were from low-income families.
Results: Despite low scores on standardized reading tests, under-achieving students are capable of higher order thinking and application of this skill to literature. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Misc.
Grades: 9-12
Keywords:
low ability students; scaffolding; modeling |