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:
Wigfield, A., Guthrie, J.T., Tonks, S., & Perencevich, K.C.
Children’s motivation for reading: Domain specificity and instructional influences.
Read full review
reading_3-5_140 |
Added
8-10-05
5 |
Strategy: 1) Concept-Oriented Reading Instruction (CORI) 2) Strategy Instruction (SI)
Subjects: CORI was implemented in 2 schools with all 150 3 rd graders in eight classrooms. SI was implemented in 2 schools with all 200 3 rd graders in 11 classrooms.
Results: Comparison of the effect of Concept-Oriented Reading Instruction (CORI) on reading self-efficacy. Effect Size = .25 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5
Keywords:
concept instruction, motivation, science, inquiry
|
Study:
Judy, Alexander, Kulikowich, & Wilson.
Effects of two instructional approaches and peer tutoring on gifted and nongifted sixth-grade students; analogy performance.
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reading_4-6_31 |
5 |
Strategy: Direct Instruction vs. Inquiry Approach to the teaching of analogical reasoning
Subjects: 194 gifted & nongifted 6th-grade students in 2 public school systems in Central Texas
Results: There were strong direct effects for training on 6th grade students' analogical reasoning. The direct instruction approach was better than inquiry at enhancing analogy performance. Gifted students consistently outperformed their non-gifted counterparts. Students' analogy performance improved from the immediate to the delayed posttest. Peer tutoring had positive effects on the receiver and those who received peer tutoring did significantly better at solving analogy problems than those who did not. Subjects who were trained by peers in two sessions performed comparably on the analogy test to those who had been trained by researchers in three sessions. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Vocabulary
Grades: 6
Keywords:
peer tutoring; gifted students; analogies |
Study:
Taylor & Frye.
Comprehension strategy instruction in the intermediate grades.
Read full review
reading_4-6_57
|
5 |
Strategy: Reciprocal Teaching
Subjects: 150 fifth and sixth graders from four classrooms in tow elementary buildings several miles apart. 8 teachers with 10 more years of experience
Results: Three of four experimental groups were better at summarizing social studies materials than the control groups. No differences were found between the groups in terms of the ability of the students to generate questions on the social studies material. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5, 6
Keywords:
monitoring; reciprocal teaching; questioning; summarizing; social studies
|
Study:
Baumann.
The effectiveness of a direct instruction paradigm for teaching main idea comprehension.
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reading_4-6_56 |
4.5 |
Strategy: Direct Instruction paradigm for comprehending main ideas
Subjects: 66 6th-grade rural Midwestern students
Results: Effect Size for Explicit Paragraph Main Ideas= +2.05
Effect Size for Implicit Paragraph Main Ideas= +1.13
Effect Size for Details that Support Main Ideas= +1.36
Effect Size for Explicit Passage Main Ideas = +1.20
Effect Size for Implicit Passage Main Ideas = +1.01
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
main idea; direct instruction; explicit and implicit |
Study:
DeLaPaz & Graham.
Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.
Read full review
reading_7-8_103 |
4.5 |
Strategy: SRSD- Self-Regulated Strategy Development Model
Subjects: 58 7-8 graders , 2 suburban schools in SE. Schools' demographics: 500 students, 94% White, under 1% ESL, reduced-fee lunch - 18% and 12% at the 2 schools.
Results:
Planning
Posttest Effect Size = +1.17
Maintenance Effect Size = +1.04
Length
Posttest Effect Size = + .82
Maintenance Effect Size = +1.07
Vocabulary
Posttest Effect Size = +1.13
Maintenance Effect Size = + .94
Quality
Posttest Effect Size = +1.71
Maintenance Effect Size = + .74 |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 6-8
Diverse Learners
Keywords:
writing; explicit teaching |
Study:
Symons, S., MacLatchy-Gauget, H., Stone, T.D., & Reynolds, P.L.
Strategy instruction for elementary students searching informational test.
Read full review
reading_3-5_110 |
Added
8-10-05
4 |
Strategy: Strategic reading and monitoring while reading informational text
Subjects: Studies 1 to 3 included 180, 57, and 92 rural elementary students respectively. None experienced significant academic difficulties according to their teachers
Results: Strategy plus Monitoring compared to control on accuracy
| Study 1 |
1.0 |
| Study 2 |
0.85 |
| Study 3: Category selection, extraction, and monitoring v. control on accuracy |
1.71 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
Grades: 3-5
Keywords: self-monitoring, informational text; answering questions; locating information; factual text; 3rd, 4th, 5th graders |
Study:
Dole, Brown, & Trathen.
The effects of strategy instruction on the comprehension performance of at-risk students.
Read full review
reading_4-6_5 |
4 |
Strategy: Student - centered Strategy
Subjects: 67 5th & 6th graders from a year-round elementary school; in large western city; 45% minority, 67% free and reduced lunch
Results: Effect Size for Delayed Testing= + .57 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5, 6
Diverse Learners
Keywords:
narrative text; at-risk students: story content |
Study:
Schunk & Rice.
Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services.
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reading_4-6_53 |
3 |
Strategy: Comprehension strategy fading and progress feedback and (use of) strategy value feedback
Subjects: 44 fifth graders receiving remedial reading-comprehension instruction Chapter I reading program predominately lower-middle class, 25% ELL
Results: Self-efficacy yielded significant treatment effect F(3, 40) - 16.82, p<.001
Comprehension skills yielded significant treatment effect F(3, 40)= 14.97, p<.001
Self-reported strategy use was significant F(3, 40) = 16.81, p<.01 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5
Diverse Learners
Keywords:
low ability students; feedback; main ideas; fading |
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 and |
Standardized Vocabulary |
| Fourth Graders+.56 |
+.44 |
| Seventh Graders+.54 |
-.41 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8
Diverse Learners
Keywords:
reciprocal teaching; questioning: summarizing; predicting |
Study:
Gambrell & Bales.
Mental imagery and the comprehension-monitoring performance of fourth-and fifth-grade poor readers.
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reading_4-6_28 |
4 |
Strategy: Mental imagery for comprehension monitoring and improvement
Subjects: 124 fourth and fifth who scored 1-2 years below grade level on CAT (1978) from 5 public elementary school in Maryland
Results: The use of mental imagery was positively associated with comprehension-monitoring performance. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 4, 5
Diverse Learners
Keywords:
mental imagery; comprehension-monitoring |
Study:
Carnine & Kinder.
Teaching low-performing students to apply generative & schema strategies to narrative and expository materials
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reading_4-6_29 |
4 |
Strategy: Schema treatment and Generative treatment
Subjects: 27 fourth, fifth and sixth graders poor (2 grade levels below) comprehension and receiving special services for reading
Results: No significant difference between the two interventions. Comparison on the overall effect of training was significant. Low-performing students made significant improvements in comprehension in a relatively short period of time. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Activating Background Knowledge
Grades: 4, 5, 6
Diverse Learners
Keywords:
imagery; summarizing; student questions; narrative text; expository text |
Study:
Jenkins, Heliotis, Stein, & Haynes.
Improving reading comprehension by using paragraph restatements.
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reading_4-6_30 |
4 |
Strategy: Paragraph Restatements
Subjects: 32 elementary learning disabled students: (4) third, (12) fourth, (11) fifth and (5) sixth graders who had significant deficits in decoding and comprehension
Effect size for:
Test of Training on Questions = +.69 and Retell =+.61
Near Transfer Test Questions = +.80
Remote Transfer Test Questions =+.47 Retell=+.89
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 3 - 6
Keywords:
narrative text; writing; restatements; summarizing |
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:
Collins.
Reading instruction that increases thinking abilities.
Read full review
reading_4-6_38 |
4 |
Strategy: Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6, 8, 9
Keywords:
reasoning; thinking |
Study:
Cote, Goldman, & Saul.
Students making sense of informational text: Relations between processing and representation.
Read full review
reading_4-6_59
|
4 |
Strategy: Think aloud whiled reading and physical backtracking (re-reading)
Subjects: Experiment 1: 24 fourth and sixth graders with range of reading levels
Experiment 2: 24 fourth and sixth graders with range of reading levels (different student than experiment 1)
Results: It was found that students rely on a variety of processing strategies; however, the processing tended to be sentence-by sentence level. The prevalent protocol was self-explanations; however, they varied in impact on recall. It was found that the relationship between processing activities and the quality of recall is quite complex and more research is needed. The Think-aloud protocol was found to be effective for the older students, but not for the younger students. |
Reading Topics:
• Comprehension
– Text Structure
– Think Aloud
Grades: 4, 6
Keywords:
oral reading; silent reading; factual text; recall; prior knowledge
|
Study:
Lipson, Mosenthal, Daniels, & Woodside-Jiron.
Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning.
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reading_4-6_85 |
4 |
Strategy: Process approaches to writing from 4 different orientations to teaching and learning
Subjects: Eleven 5th-grade teachers selected for maximum diversity in geographic location, school size and configuration, familiarity with the state assessment program, and years of experience.
Results: Two predominant philosophical stances that influenced teacher instruction in writing process emerged: curricularist and inquiry-process. The Curricularist provided instruction that was teacher-led, whole group and focused primarily on the teaching and learning of the various steps of the writing process. The Inquiry-process provided instruction in the writing process that included both teacher-led and students -centered activities. Teachers provided writing instruction on a variety of topics in mini-lessons and students were allowed choice of topics, forms, and genres. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 5
Keywords:
writing; conferencing; peer conferencing; |
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. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
Grades: 5, 8
Keywords:
questioning; facts; inferences; prior knowledge
|
Study:
Taylor & Beach.
The effects of text structure instruction on middle-grade student comprehension and production of expository text.
Read full review
reading_7-8_1
|
4 |
Strategy: Experimental group received 1 hour/week of instruction and practice in how to produce and study a hierarchical summary of social studies materials they had read. Conventional treatment group received directed reading lesson over same material. Control group received no special instruction.
Subjects: 114 7th-graders from 3 combination social studies/English classes at a suburban junior high school
Results: Mean increase of +8.16
|
Reading Topics:
• Comprehension
– Text Structure
– Strategy Instruction
Grades: 6- 8
Keywords:
study strategy; summarizing; social studies
|
Study:
Carr, Dewitz, & Patberg.
The effect of inference training on children's comprehension of expository text.
Read full review
reading_4-6_41 |
3-4 |
Strategy: Inference Training
Subjects: 75 6th-grade students in intact classes at a suburban elementary school.
Results: Both treatment groups scored significantly higher than the control group. The performance of below average readers did reach the performance of average readers on the posttests and delayed transfer test. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
structured overview; background knowledge; cloze; self-monitoring |
Study:
Pelow & McVey Colvin.
PQ4R as it affects comprehension of social studies reading material
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reading_4-6_24 |
3 |
Strategy: Subject groups used the same text and workbook in daily 45 min. morning sessions.
Control group was given pages to be read, questions from the teacher, pages in the workbook, students’ oral and written reports. Experimental group was given the same as control with added teacher demonstration of each step of PQ4R. Students started forming questions prior to reading.
Subjects: 2 groups of 15 sixth-grade students from an independent co-educational school
Results: PQ4R Effect Size = .71 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
study skills; social studies |
Study:
Reutzel.
Investigating a synthesized comprehension instructional strategy: The cloze story map
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reading_4-6_12 |
3 |
Strategy: Cloze Story Map (CSM)
Subjects: 101 Fifth graders in lower and middle class schools in Texas
Results: CSM treatment significantly affected the readers' comprehension of both text types, Narrative F(1,98) - 18.24, p< .001; Expository F(1,98 = 12.29, p < .001 |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Activating Background Knowledge
Grades: 5
Keywords:
cloze technique; story map; narrative text; expository text
|
Study:
Peters & Levin.
Effects of a mnemonic imagery strategy on good and poor readers' prose recall.
Read full review
reading_4-6_25 |
3 |
Strategy: Mnemonic imagery strategy
Subjects: Experiment 1: 38 middle school students in a Midwestern university community with above grade level vocabulary
Experiment 2: 116 seventh graders from rural Eastern community; "good" and "poor"readers
Results: Experiment 1: Both good and poor comprehenders in the mnemonic imagery strategy condition performed significantly better than those in the no-strategy condition. 89% and 79% of good and poor comprehenders reported adopting their instructed strategy. Experiment 2: Statistically higher level of central-accomplishment recall for strategy group (both good and poor readers) vs. no-strategy. No differences in incidental recall. Good readers in strategy condition out performed counterparts in no-strategy. Poor readers receiving the underlined/highlighted passage provided higher effects than the strategy. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6-8
Diverse Learners
Keywords:
imagery; mnemonics; recall |
Study:
Rinehart, Stahl, & Erickson. Some effects of summarization training on reading and studying.
Read full review
reading_4-6_27 |
3 |
Strategy: Summarization Training
Subjects: 70 sixth-grade social studies students in northern central West Virginia
Results:
| Major Information Minor Information |
Prep Time |
Quality of notes |
| +.69 +.33 |
+3.61 |
+2.03 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
summarizing; study skills; recall |
Study:
Gambrell, L., Koskinen, P., & Kapinus.
Retelling and the reading comprehension of proficient and less-proficient readers.
Read full review
reading_4-6_160 |
3 |
Strategy: Retelling
Subjects: 48 fourth graders (24 proficient readers, 24 less-proficient readers) from four schools in Maryland
Effect: Results indicate that proficient and less-proficient readers answered significantly more cued recall questions. Retellings improved in quantity and quality for both groups. |
• Comprehension
– Strategy Instruction |
Study:
Armbruster, Anderson, & Ostertag.
Does text structure/summarization instruction facilitate learning from expository text?
Read full review
reading_4-6_3
|
3 |
Strategy: Instruction on conventional expository text structure (problem/solution) and written summarization using the problem/solution text structure
Subjects: 82 fifth graders from small Midwestern city in four heterogeneous classrooms; remedial students and students who scored below the 4th grade level on Gates-McGinitie were excluded
Results: The results suggest that direct instruction of a conventional text structure can facilitate formation of a macrostructure for that type of text for high, moderate, and low ability groups.
|
Reading Topics:
• Comprehension
– Text Structure
– Strategy Instruction
Grades: -
Keywords:
i
|
Study:
Graves.
Effects of direct instruction and metacomprehension training on finding main ideas
Read full review
reading_4-6_146 |
3 |
Strategy: Direct Instruction and Metacomprehension Training on finding main ideas
Subjects: 24 boys and 8 girls in the fifth through eighth grades, identified as learning disabled, scored at least 2 years below grade level on a standardized reading test, and had IQs within the normal range
Results: The significant results indicated that both metacomprehension(self-monitoring) plus direct instruction, and direct instruction alone are significantly more effective than the control training conditions. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5-8
Diverse Learners
Keywords:
direct instruction; main idea; metacomprehension |
Study:
Garner & Reis.
Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.
Read full review
reading_4-6_23
|
2 |
Strategy: Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution). |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8, 9-12
Keywords:
narrative text; at-risk students; strategy |
Study:
Idol.
Group story mapping: A comprehension strategy for both skilled and unskilled readers.
Read full review
reading_k-3_105 |
2 |
Strategy: Group Story Mapping
Subjects: 27 3rd-4th graders; medium-sized Midwest city. 2 groups of 11 and another of 5 additional students. One group of 11 - 2 LD students. Second group of 11 - 2 low achieving & one LD.
Effects: Both experimental groups improved on daily story comprehension. All 5 low achieving and learning disabled children showed similar improvement. Most children were able to maintain an independent level of effective comprehension. This included the low achieving students. The only measure that did not show improvement was on the Nelson Reading Skills Test. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 3-4
Keywords:
story mapping; schema |
Study:
Baxter, Bass & Glaser.
Notebook writing in three fifth-grade science classrooms.
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reading_4-6_84 |
2 |
Strategy: Notebook writing in science classrooms
Subjects: 83 students, 3 5th-grade classrooms in 2 urban schools with ethnic, economic, and language diversity. 55% female; 60% Latino; 22% African American, & 18% Anglo, Asian, or other.
Results: The author offers conclusions for using notebooks during science instruction, but no findings were supported by scientific evidence. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc. (writing)
Grades: 5
Keywords:
science; writing; explicit instructing; prompting |
Study:
Deno, Kim, Diment, & Rogers.
Comparison of reading intervention approaches for students with mild disabilities
Read full review
reading_4-6_150 |
2 |
Strategy: Peer Tutoring, Reciprocal Teaching, Effective Teaching Principles, Computer-Assisted Instruction (CAI), direct instruction models ( DI/SRA and DI format from Direct Instruction in Reading (Canine and Silbert, 1979).
Subjects: 176 students with mild disabilities grades 1-6 and 37 special education resource teachers
Results: Students’ average achievement gains were greater for only two of the six research models: Computer Assisted Instruction (CAI) Effect Size= +.18 Direct Instruction with Holt Materials Effect Size= +.18 |
Reading Topics:
– Strategy Instruction
Grades: 1-6
Diverse Learners
Keywords:
Direct instruction; computer assisted instruction; peer tutoring; reciprocal teaching; effective teaching |
Study:
Bretzing & Kulhavy.
Notetaking and depth of processing.
Read full review
reading_9-12_64
|
2 |
Strategy: Note taking skills
Subjects: 180 male and female junior and senior high student volunteers
Results: The notes are worthwhile only if the notes are of a semantic nature, which increases the depth at which material is processed and strengthening memory recall.
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 9-12
Keywords:
notetaking; prose text
|
Study:
Sjostrom & Hare.
Teaching high school students to identify main ideas in expository text.
Read full review
reading_9-12_16 |
2 |
Strategy: Identification of main ideas in expository text
Subjects: (19) Hispanic and African-American 9th and 10th graders
Results: Results were nonsignificant according to the authors
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 9-12
Keywords:
main idea; summarizing |
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 |
Havens. Project CRISS:
Reading, writing and studying strategies for literature and content.
Read full review
reading_4-6_106 |
1 |
Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Significant gains were made by each of the Project CRISS groups at each site. Students in CRISS groups were able to recall twice as much information as students in the control group. Students' posttesting paragraphs explaining what they did to read and learn differed. Experimental students used a rich assortment and often used multiple strategies. |
• Comprehension
– Strategy Instruction |
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:
McCormick, C. and Levin, J.
A comparison of different prose-learning variations of the mnemonic keyword method.
Read full review
reading_7-8_160 |
Added
8-10-05
4.5 |
Strategy: Which of 3 Keyword Methods (Integrated, Paired, Chained) is best suited for prose-learning tasks?
Subjects:
Experiment 1:
220 eighth-grade students (ages 13-15) from 2 midwestern university communities:
11 classrooms; 6 tested according to one question order and 5 in another; 5 instructional conditions (3 keyword and 2 control); 44 students in each of 5 instructional conditions
Experiment 2:
82 seventh & eighth grade students (ages 12-14 and 13-15) from a different Midwestern community
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 7-8
Keywords: mnemonics, keyword method, recall, prose, illustration prompts |
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 and |
Standardized Vocabulary |
| Fourth Graders+.56 |
+.44 |
| Seventh Graders+.54 |
-.41 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8
Diverse Learners
Keywords:
reciprocal teaching; questioning: summarizing; predicting |
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:
Collins.
Reading instruction that increases thinking abilities.
Read full review
reading_4-6_38 |
4 |
Strategy: Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6, 8, 9
Keywords:
reasoning; thinking |
Sturm & Rankin-Erickson.
Effects of hand-drawn and computer-generated concept mapping on the expository writing of middle school students with learning disabilities
Read full review
reading_7-8_158 |
4 |
Strategy: Concept Mapping, both hand-drawn and computer-generated (Inspirations™ software)
Subjects: 765 middle school English/reading classroom in a medium-sized Midwestern city (89.5% Caucasian, 4.4% African-American, 2.9% Asian American, 1.8% Hispanic, 1.3% Native American; 36% Free and Reduced lunch,)
12 eighth graders with primary disability as learning disability with needs in written expression with IQs between 85 and 120 and two years below grade level
Results: Student essays in all 3 conditions demonstrated significant improvements both qualitatively and quantitatively throughout the study with gains continuing to increase throughout the durations of the study. It’s not clear if the strategy instruction along (without mapping) may have accounted for the improvement or if the concept mapping instruction carried over even when the no mapping conditions was instituted. However, the Writing Attitude Survey revealed significantly more positive results with computer-mapping than the other two conditions. |
• Comprehension
– Strategy Instruction
Also Diverse Learners |
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. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
Grades: 5, 8
Keywords:
questioning; facts; inferences; prior knowledge
|
Study:
Denner.
Comparison of the effects of episodic organizers and traditional notetaking on story recall.
Read full review
reading_7-8_65
|
4 |
Strategy: Episodic Organizers (story maps, graphic organizer) and traditional note taking
Subjects: 111 7th-grade students from regular reading classes in a suburban junior high
Results: The episodic-organizer group (made their own) outperformed all other groups in recall of high-importance information. Both completion of an episodic-organizer and active note taking after reading the passage enhanced free recall performance when compared with the study of an episodic-organizer or simple re-reading.
|
|
Study:
Peters & Levin.
Effects of a mnemonic imagery strategy on good and poor readers' prose recall.
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reading_4-6_25 |
3 |
Strategy: Mnemonic imagery strategy
Subjects: Experiment 1: 38 middle school students in a Midwestern university community with above grade level vocabulary
Experiment 2: 116 seventh graders from rural Eastern community; "good" and "poor"readers
Results: Experiment 1: Both good and poor comprehenders in the mnemonic imagery strategy condition performed significantly better than those in the no-strategy condition. 89% and 79% of good and poor comprehenders reported adopting their instructed strategy. Experiment 2: Statistically higher level of central-accomplishment recall for strategy group (both good and poor readers) vs. no-strategy. No differences in incidental recall. Good readers in strategy condition out performed counterparts in no-strategy. Poor readers receiving the underlined/highlighted passage provided higher effects than the strategy. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6-8
Diverse Learners
Keywords:
imagery; mnemonics; recall |
Study:
Graves.
Effects of direct instruction and metacomprehension training on finding main ideas
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reading_4-6_146 |
3 |
Strategy: Direct Instruction and Metacomprehension Training on finding main ideas
Subjects: 24 boys and 8 girls in the fifth through eighth grades, identified as learning disabled, scored at least 2 years below grade level on a standardized reading test, and had IQs within the normal range
Results: The significant results indicated that both metacomprehension(self-monitoring) plus direct instruction, and direct instruction alone are significantly more effective than the control training conditions. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5-8
Diverse Learners
Keywords:
direct instruction; main idea; metacomprehension |
Study:
Margosein, Pascarella, & Pfaum.
The effects of instruction using semantic mapping on vocabulary and comprehension.
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reading_7-8_37
|
3 |
Strategy: Semantic mapping and its effect on vocabulary and comprehension
Subjects: 44 7th & 8th-grade parochial school students in a Mexican-American community
Results: Pre/Post with Control on Gates MacGinitie
| Vocabulary |
+ 0.32 |
| Comprehension |
+0.12 |
|
|
Study:
Garner & Reis.
Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.
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reading_4-6_23
|
2 |
Strategy: Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution). |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8, 9-12
Keywords:
narrative text; at-risk students; strategy |
Study:
Cramer & Smith.
Technology's impact on student writing at the middle school level
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reading_7-8_88 |
2 |
Strategy: The Movie Project (use of technology in writing)
Subjects: 139 6th - 8th graders (88 from Movie Project School; 51 from Traditional School)
Results: At the end of the school year, the students in both schools improved their scores but there was no statistically significant difference between the two schools’ scores. There were statistically significant differences between the pretest scores of the sixth graders in all three areas, but not for the seventh or eighth graders. |
Reading Topics:
• Comprehension
– Misc (writing)
Grades: 6-8
Keywords:
writing; technology |
Study:
Hallenbeck, M.J.
The cognitive strategy in writing: Welcome relief for adolescents with learning disabilities
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reading_7-8_120 |
Added
8-10-05
2 |
Strategy: Cognitive Strategy in Writing (CSIW) (POWER)
Subjects: Seven white resource room students, grades 7-12; IQ range from 92-106 with a mean of 98.7.
Woodcock Johnson broad written language scores between 5.2 and 6.6 (mean of 5.6) and reading between 6.9 and 9.0 (mean of 8.1)
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
Also Diverse Learners
Grades: 7-12
Keywords:
writing, modeling, learning disabled |
Study:
Bulgren, J.A., Deshler, D.D., and Schumaker.
Use of a recall enhancement routine and strategies in inclusive secondary classes
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reading_7-8_157 |
2 |
Strategy: Recall Enhancement Routine (RER)
Subjects: Study 1: 9 general education teachers from two suburban Kansas school districts with diverse student populations including students with LD.
Study 2: 385 seventh graders across 40 teachers enrolled in the life science classes of the two experimental teachers and the tow comparison teachers. 39 were students with LD.
Results: Student performance on identification of appropriate devices for recall – Effect Size = .55
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 7
Keywords: recall enhancement routine, LD, mnemonics |
Havens.
Project CRISS: Reading, writing and studying strategies for literature and content.
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reading_4-6_106 |
1 |
Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Significant gains were made by each of the Project CRISS groups at each site. Students in CRISS groups were able to recall twice as much information as students in the control group. Students' posttesting paragraphs explaining what they did to read and learn differed. Experimental students used a rich assortment and often used multiple strategies. |
• Comprehension
– Strategy Instruction
Multiple levels |
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:
Hare & Borchardt.
Direct instruction of summarization skills.
Read full review
reading_9-12_63
|
4 |
Strategy: Direct instruction of summarization skills
Subjects: 44 low-income, good potential students randomly assigned. Smaller cohort of control subjects.
Results: Summarization efficiency and rule usage was significantly higher in the experimental groups. The study supports the need for direct instruction of a strategy to build students skills.
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc. (writing)
Grades: 9-12
Keywords:
inductive teaching; deductive teaching; summarizing; direct instruction
|
Study:
Collins.
Reading instruction that increases thinking abilities.
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reading_4-6_38 |
4 |
Strategy: Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6, 8, 9
Keywords:
reasoning; thinking |
Study:
Bulgren, Deshler, Schumaker, Lenz.
The use and effectiveness of analogical instruction in diverse secondary content classrooms.
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reading_9-12_147 |
3-4 |
Strategy: Analogical Instruction: Concept Anchoring Table and Routine
Subjects: Study 1: 83 high school high achievers, normal achievers and low achievers and Learning Disabled students from 3 Midwest suburban schools districts enrolled in Investigative Science Skills
Study 2; 10 secondary teachers in two school districts in suburban Kansas and one class for each teacher for a total of 193 students.
Study 3: One of 10 teachers of seventh grade general education life science class from Study 2 and 18 students in that class
Results: Use of Concept Anchoring Routine to teach difficult concepts resulted in significantly better student performance on tests.
ES = .99 |
Reading Topics:
• Comprehension
– Strategy Instruction
Diverse Learners
Grades: 9-12
Keywords:
content areas; science; social studies; analogies; Concept Routine Anchoring |
Study:
Fuchs, L.S., Fuchs, D., & Kazdan, S.
Effects of peer- assisted learning strategies on high school students with serious reading problems.
Read full review
reading_9-12_117 |
Added
8-10-05
3 |
Strategy: Peer-Assisted Learning Strategies (PALS)
Subjects: Teachers: 18 special education and remedial reading high school teachers in 10 high schools in one metropolitan southeastern school district.
Students: 70 Resource, 32 Remedial (74 LD, 4 MMR, 2 Other disability, 22 Remedial)
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
– Cooperative Strategies
Grades: 9-12
Diverse Learners
Keywords: PALS, comprehension, fluency, diverse learners |
Study:
Garner & Reis.
Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.
Read full review
reading_4-6_23
|
2 |
Strategy: Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution). |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8, 9-12
Keywords:
narrative text; at-risk students; strategy |
Study:
Sjostrom & Hare.
Teaching high school students to identify main ideas in expository text.
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reading_9-12_16 |
2 |
Strategy: Identification of main ideas in expository text
Subjects: (19) Hispanic and African-American 9th and 10th graders
Results: Results were nonsignificant according to the authors
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 9-12
Keywords:
main idea; summarizing |
Study:
Lenz, K., Alley, G.R, & Schumaker, J. B.
Activating the inactive learner: Advance organizers in the secondary content classroom.
Read full review
reading_9-12_178 |
Added
8-10-05
2 |
Strategy: Advance organizers
Subjects: Seven regular secondary content teachers with an age rage of 25 to 37, number of years of teaching experience from 3 to 14 years, and from subjects: American History, English, Physical Science, General Science, Geography, and Biology ($50 incentive).
Seven LD adolescents: two female and five male; six white, one black; age range from 16 to 19; four were sophomores, two were juniors, and one was a senior; IQ ranges from 87 to 109 and reading scores from 4.2 to 7.0; all were resource students ($10 incentive).
Results: Pending |
Reading Topics:
• Comprehension
– Strategy Instruction
– Activating Background Knowledge
Grades: 9-12
Diverse Learners
Keywords: student retention, advance organizers |
Study:
Tralli, R., Columbo, B., Deshler, D. & Schumaker, J. (a KU study)
The Strategies Intervention Model: A model for supported inclusion at the secondary level.
Read full review
reading_ku_175 |
Added
9-1-05
1.5 |
Strategy: Intervention model for inclusion at the secondary level (SIM)
Subjects: Students in the Wethersfield Public Schools were introduced to the SIM model in 1988. Multiple teachers and schools were involved in the application of the model in special and general education programs. After 7 years the SIM model is embedded in the educational system.
Clayton High School in Clayton, Missouri had six freshmen students diagnosed with learning and language disabilities planning to enter high school in the fall. Clayton High School was in the process of eliminating all basic or low-track courses. Teachers were concerned with how these students would handle regular classes.
Results: Successful inclusion of students with learning disabilities into general education classes was evident only when the instructional conditions were supported by both the resource teachers and the general education teacher in the case study. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc/Other
Grades: 9-12
Diverse Learners
Keywords: Teaching interventions |
Study:
Lee.
Is October Brown Chinese? A cultural modeling activity system for underachieving students.
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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 |
Havens.
Project CRISS: Reading, writing and studying strategies for literature and content.
Read full review
reading_4-6_106 |
1 |
Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Significant gains were made by each of the Project CRISS groups at each site. Students in CRISS groups were able to recall twice as much information as students in the control group. Students' posttesting paragraphs explaining what they did to read and learn differed. Experimental students used a rich assortment and often used multiple strategies. |
• Comprehension
– Strategy Instruction |