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Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes.

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Title: Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes.
Authors: Simmons, Deborah1 (AUTHOR) dsimmons@tamu.edu, Fogarty, Melissa1 (AUTHOR), Oslund, Eric L.2 (AUTHOR), Simmons, Leslie1 (AUTHOR), Hairrell, Angela3 (AUTHOR), Davis, John1 (AUTHOR), Anderson, Leah1 (AUTHOR), Clemens, Nathan1 (AUTHOR), Vaughn, Sharon2 (AUTHOR), Roberts, Greg2 (AUTHOR), Stillman, Stephanie2 (AUTHOR), Fall, Anna-Maria2 (AUTHOR)
Source: Journal of Research on Educational Effectiveness. Oct2014, Vol. 7 Issue 4, p309-330. 22p.
Subject Terms: *Language arts, *Reading comprehension, *English language education, *Teachers, *Students
Abstract: In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n= 36) or typical practice comparison (n= 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension. [ABSTRACT FROM PUBLISHER]
Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Oct2014, Vol. 7 Issue 4, p309-330. 22p.
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  Data: *<searchLink fieldCode="DE" term="%22Language+arts%22">Language arts</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22English+language+education%22">English language education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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  Data: In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers’ English language arts classes were randomly assigned to intervention (n= 36) or typical practice comparison (n= 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=98579887
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        Value: 10.1080/19345747.2013.836766
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        Text: English
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        PageCount: 22
        StartPage: 309
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      – SubjectFull: Language arts
        Type: general
      – SubjectFull: Reading comprehension
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      – SubjectFull: English language education
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              Text: Oct2014
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