Instructional approaches that significantly increase reading comprehension.

Cathy Collins Block · Sheri R. Parris · Kelly L. Reed · Cinnamon S. Whiteley · Maggie D. Cleveland

67 citations0/0 files storedJournal of Educational Psychology

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Reading and Literacy Development Early Childhood Education and Development Literacy and Educational Practices

Abstract

The purpose of this study was to analyze the effects of the most widely used literacy instructional approaches on the reading comprehension of Grade 2-6 students. Participants (N = 660) were enrolled in 4 districts in the United States; 53% were male (n = 348) and 47% were female (n = 312); 51 % were Caucasian (n = 338),23% were African American (n = 149),21% were Hispanic (n = 138), and 5% represented other ethnic backgrounds (n = 35). Sixty-two percent came from low to low-middle socioeconomic status schools, and 38% came from middle to high socioeconomic status schools, The study was a quantified experimental versus controlled group comparison. Analyses of variance were used to determine the differences between literacy scores. Two-level hierarchical linear modeling analyses were used to examine the effects of school variables on academic achievement. The highest comprehension scores for all populations occurred through three approaches. When struggling readers received 20 min of instruction with 1 of these 3 approaches, their literacy growth was equal to or greater than that of their peers. Implications are that treatments using classroom books produced significantly higher comprehension scores than workbook practice or extending basal treatments

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2010Developing reading comprehension: combining visual and verbal cognitive processes 2011Neurocognitive Predictors of Reading Outcomes for Children With Reading Disabilities 2021Targeted school-based interventions for improving reading and mathematics for students with or at risk of academic difficulties in Grades K-6: A systematic review 2008Differentiated Reading Instruction: What and How

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