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Tier 1 Instructional Strategies to Improve K-4 Reading Comprehension. Brief No. 25

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Title: Tier 1 Instructional Strategies to Improve K-4 Reading Comprehension. Brief No. 25
Language: English
Authors: Kim, James S., Wei, Zhongyu, EdResearch for Recovery Project, Annenberg Institute for School Reform at Brown University, Harvard University, Graduate School of Education, Results for America
Source: EdResearch for Recovery Project. 2022.
Availability: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
Peer Reviewed: N
Page Count: 8
Publication Date: 2022
Sponsoring Agency: Bill and Melinda Gates Foundation
Document Type: Reports - Descriptive
Education Level: Elementary Education
Descriptors: Teaching Methods, Reading Strategies, Elementary School Students, Reading Comprehension, Reading Instruction, Instructional Effectiveness, Language Arts
Abstract: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction? In order to answer this question, the brief breaks down the issue into four points: (1) Throughout the early elementary grades, students struggle to comprehend grade-level texts that require strong word recognition skills, vocabulary and background knowledge, mastery of complex syntax, and the ability to draw inferences; (2) Word recognition and language comprehension are central to how well a student understands a written passage; (3) Reading comprehension also depends on the reader, the text, the activity, and the context; and (4) Failing to read proficiently in the early elementary grades can have long-lasting negative consequences for students' future educational and economic success. Based on these points, the brief provides eight strategies to consider and three strategies to avoid.
Abstractor: ERIC
Entry Date: 2022
Accession Number: ED621856
Database: ERIC
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  Data: EdResearch for Recovery Project. Available from: Annenberg Institute for School Reform at Brown University. 164 Angell St., 2nd floor, Providence, RI 02906. Tel: 401-863-7990; e-mail: annenberg@brown.edu; Web site: https://www.annenberginstitute.org/recovery
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  Data: This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can system leaders improve reading comprehension for students in kindergarten to grade 4 through stronger Tier I English language arts instruction? In order to answer this question, the brief breaks down the issue into four points: (1) Throughout the early elementary grades, students struggle to comprehend grade-level texts that require strong word recognition skills, vocabulary and background knowledge, mastery of complex syntax, and the ability to draw inferences; (2) Word recognition and language comprehension are central to how well a student understands a written passage; (3) Reading comprehension also depends on the reader, the text, the activity, and the context; and (4) Failing to read proficiently in the early elementary grades can have long-lasting negative consequences for students' future educational and economic success. Based on these points, the brief provides eight strategies to consider and three strategies to avoid.
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