'The Discovery Channel Said So' and Other Barriers to Comprehension
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| Title: | 'The Discovery Channel Said So' and Other Barriers to Comprehension |
|---|---|
| Language: | English |
| Authors: | Massey, Dixie D. |
| Source: | Reading Teacher. Apr 2007 60(7):656-666. |
| Availability: | International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org/publications/index.html |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Education |
| Descriptors: | Grade 3, Grade 4, Reading Instruction, Metacognition, Reading Difficulties, Reading Programs, Reading Skills, Low Achievement, Program Effectiveness, Program Evaluation, Reading Research, Check Lists, Tutoring, Reading Comprehension |
| DOI: | 10.1598/RT.60.7.6 |
| ISSN: | 0034-0561 |
| Abstract: | With increasing attention focused on comprehension, there is a need for research regarding how to implement comprehension instruction for struggling readers and assess its effectiveness. This article describes reading instruction as it occurred over two years with one struggling reader in third and fourth grade. A comprehension checklist provided a framework for instruction that was both systematic and responsive to the reader's needs. The result was improved comprehension and metacognition for the student, though the progress was slow and often cyclical instead of sequential. (Contains 4 tables.) |
| Abstractor: | Author |
| Number of References: | 18 |
| Entry Date: | 2007 |
| Accession Number: | EJ759041 |
| Database: | ERIC |
| Abstract: | With increasing attention focused on comprehension, there is a need for research regarding how to implement comprehension instruction for struggling readers and assess its effectiveness. This article describes reading instruction as it occurred over two years with one struggling reader in third and fourth grade. A comprehension checklist provided a framework for instruction that was both systematic and responsive to the reader's needs. The result was improved comprehension and metacognition for the student, though the progress was slow and often cyclical instead of sequential. (Contains 4 tables.) |
|---|---|
| ISSN: | 0034-0561 |
| DOI: | 10.1598/RT.60.7.6 |
