Reading Comprehension Instruction for At-Risk Students: Research-Based Practices that Can Make a Difference.

Abstract

■ In recent years, much has been written about state-of-the-art reading comprehension instructional practices for at-risk students as well as regular students in middle and secondary school (Duffy, Roehler, & Mason, 1983; Durkin, 1978-79; Flood, 1984a, 1984b; Guthrie, 1981; Pearson, 1984; Robinson, Faraone, Hittleman, & Unruh, 1990; Tierney & Cunningham, 1984). Most contemporary educators agree that effective comprehension results from the interaction of four sets of important variables: reader variables (age, ability, affect, motivation), text variables (genres, type, features, considerateness); educational context variables (environment, task, social grouping, purpose); and teacher variables (knowledge, experience, attitude and pedagogical approach). Each of these variables plays a critical role in the successful acquisition of comprehension strategies and each will be discussed as it relates to effective teaching practices for at-risk students. Two major questions will be discussed in this article: (1) What do we know about the ways in which competent comprehenders read texts? (2) What do we know about teaching at-risk students to become competent comprehenders?

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