Study Name |
Design
Rating
 |
Strategy, Subjects, Effects
 |
Topics, Grades
|
Table information is abbreviated. Click "Read full review" links below for full citations of author and journal names and for details about the studies. |
Study:
Raphael & Pearson.
Increasing students' awareness of sources of information for answering questions.
Read full review
reading_rf_1
|
5 |
Strategy: Increasing students' awareness of sources of information for answering questions (QAR)
Subjects: 59 6th-graders; 3 classrooms; suburban district of large Midwestern city.
Results: The training enhanced students' understanding of task demands of questions and their answer quality. The training appeared to be most facilitative for those of average and lower ability levels. Performance of students who had received training, while superior in general to that of the control group, was most pronounced on text implicit questions among low ability students.
|
|
Study:
Griffin & Duncan Malone.
Effect of graphic organizer instruction on fifth-grade students.
Read full review
reading_rf_2
|
5 |
Strategy: Graphic Organizers
Subjects: 61 fifth graders from 5 intact classrooms in three homogenously grouped classes from one elementary school in a small, Midwestern city
Effect sizes for:
| Immediate and |
Delayed Posttests |
| Explicit Graphic Organizer Group |
+ .39 |
+ .18 |
| Implicit Graphic Organizer Group |
- .19 |
- .37 |
|
Reading Topics:
• Comprehension
– Graphic Organizer
Grade: 5
Keywords:
explicit instruction, implicit instruction, social studies
|
Study:
Bean & Steenwyk.
The effect of three forms of summarization instruction on sixth graders' summary writing and comprehension.
Read full review
reading_rf_3
|
5 |
Strategy: Rule-Governed Summary and GIST (Summarization Strategy)
Subjects: 60 sixth graders in three classes from a suburban district in southern California
Effect sizes:
| Summarization |
Paragraph Comprehension |
| Rule-Governed |
+1.20 |
+1.34 |
| GIST |
+ .84 |
+ .79 |
|
Reading Topics:
• Comprehension
–
Skills Instruction
Grades: 6
Keywords: explicit instruction, direct instruction, summarizing
|
Study:
Bauman, Seifert, Russell, & Jones.
Effects of think-aloud instruction on elementary students' comprehension abilities.
Read full review
reading_rf_6
|
5 |
Strategy: Think-Aloud Strategy
Subjects: 66 4th grade students from an elementary school in a rural midwestern community
Results: Degrees of Reading Power - Effect Size= + .48 |
Reading Topics:
• Comprehension
– Think Aloud
– Strategy Instruction
Grades: 4
Keywords:
student monitoring |
Study:
Dole, Valencia, Greer, & Wardrop.
Effects of two types of prereading instruction on the comprehension of narrative and expository text.
Read full review
reading_4-6_4 |
5 |
Strategy: Teacher-directed strategy = directly explains information deemed necessary for comprehending the text to be read. Interactive strategy = teacher leads a discussion to help students activate their existing knowledge about the topics of upcoming texts.
Subjects: 63 5th graders in Midwestern town
Results: Effect size for teacher-directed strategy group +4.57 |
Reading Topics:
• Comprehension
– Activating Background Knowledge
– Discussion
Grades: 5
Keywords:
teacher-directed; narrative; expository |
Study:
Judy, Alexander, Kulikowich, & Wilson.
Effects of two instructional approaches and peer tutoring on gifted and nongifted sixth-grade students; analogy performance.
Read full review
reading_4-6_31 |
5 |
Strategy: Direct Instruction vs. Inquiry Approach to the teaching of analogical reasoning
Subjects: 194 gifted & nongifted 6th-grade students in 2 public school systems in Central Texas
Results: There were strong direct effects for training on 6th grade students' analogical reasoning. The direct instruction approach was better than inquiry at enhancing analogy performance. Gifted students consistently outperformed their non-gifted counterparts. Students' analogy performance improved from the immediate to the delayed posttest. Peer tutoring had positive effects on the receiver and those who received peer tutoring did significantly better at solving analogy problems than those who did not. Subjects who were trained by peers in two sessions performed comparably on the analogy test to those who had been trained by researchers in three sessions. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Vocabulary
Grades: 6
Keywords:
peer tutoring; gifted students; analogies |
Study:
Armbruster, Anderson, & Meyer.
Improving content-area reading using instructional graphics.
Read full review
reading_4-6_36 |
5
|
Strategy: Instruction Graphic: Frame
Subjects: 164 fourth graders and 201 fifth graders from regular classrooms in ten elementary schools in a school district in a small Midwestern city.
Results: Overall, students scored higher under the framing conditions than under the control conditions. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Strategy Instruction
Grades: - 4, 5
Keywords:
graphic; social studies; |
Study:
Berkowitz.
Effects of instruction in text organization on sixth-grade students' memory for expository reading.
Read full review
reading_4-6_40
|
5 |
Strategy: Map Construction for organizing ideas as a framework for studying.
Subjects: 99 sixth graders from a middle school in Minneapolis suburb
Results: The map construction group recalled significantly more information than the question-answering group. There was no difference indicated in the transfer test. In the recall of main ideas, map construction group recalled significantly more main ideas than the other three groups. |
|
Study:
Taylor & Frye.
Comprehension strategy instruction in the intermediate grades.
Read full review
reading_4-6_57
|
5 |
Strategy: Reciprocal Teaching
Subjects: 150 fifth and sixth graders from four classrooms in tow elementary buildings several miles apart. 8 teachers with 10 more years of experience
Results: Three of four experimental groups were better at summarizing social studies materials than the control groups. No differences were found between the groups in terms of the ability of the students to generate questions on the social studies material. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5, 6
Keywords:
monitoring; reciprocal teaching; questioning; summarizing; social studies
|
Study:
Wigfield, A., Guthrie, J.T., Tonks, S., & Perencevich, K.C.
Children’s motivation for reading: Domain specificity and instructional influences.
Read full review
reading_3-5_140 |
Added
8-10-05
5 |
Strategy: 1) Concept-Oriented Reading Instruction (CORI) 2) Strategy Instruction (SI)
Subjects: CORI was implemented in 2 schools with all 150 3 rd graders in eight classrooms. SI was implemented in 2 schools with all 200 3 rd graders in 11 classrooms.
Results: Comparison of the effect of Concept-Oriented Reading Instruction (CORI) on reading self-efficacy. Effect Size = .25
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5
Keywords:
concept instruction, motivation, science, inquiry
|
Study:
Baumann.
The effectiveness of a direct instruction paradigm for teaching main idea comprehension.
Read full review
reading_4-6_56 |
4.5 |
Strategy: Direct Instruction paradigm for comprehending main ideas
Subjects: 66 6th-grade rural Midwestern students
Results: Effect Size for Explicit Paragraph Main Ideas= +2.05
Effect Size for Implicit Paragraph Main Ideas= +1.13
Effect Size for Details that Support Main Ideas= +1.36
Effect Size for Explicit Passage Main Ideas = +1.20
Effect Size for Implicit Passage Main Ideas = +1.01
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
main idea; direct instruction; explicit and implicit |
Study:
DeLaPaz & Graham.
Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.
Read full review
reading_7-8_103 |
4.5 |
Strategy: SRSD- Self-Regulated Strategy Development Model
Subjects: 58 7-8 graders , 2 suburban schools in SE. Schools' demographics: 500 students, 94% White, under 1% ESL, reduced-fee lunch - 18% and 12% at the 2 schools.
Results:
| |
Posttest
Effect Size |
Maintenance
Effect Size |
| Planning |
+1.17 |
+1.04 |
| Length |
+0.82 |
+1.07 |
| Vocabulary |
+1.13 |
+0.94 |
| Quality |
+1.71 |
+0.74 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 6-8
Diverse Learners
Keywords:
writing; explicit teaching |
Study:
Dole, Brown, & Trathen.
The effects of strategy instruction on the comprehension performance of at-risk students.
Read full review
reading_4-6_5 |
4 |
Strategy: Student - centered Strategy
Subjects: 67 5th & 6th graders from a year-round elementary school; in large western city; 45% minority, 67% free and reduced lunch
Results: Effect Size for Delayed Testing= + .57 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5, 6
Diverse Learners
Keywords:
narrative text; at-risk students: story content |
Study:
Hidi & Baird.
Strategies for increasing text-based interest and students' recall of expository texts.
Read full review
reading_4-6_8 |
4 |
Strategy: Interest-invoking text strategies: 1) Attributes that contribute to sentence interest, 2) Insertion of information that elaborates on the central idea, 3) Resolution interest
Subjects: 110 4th-graders and 6th-graders in upper-middle class suburban school regular classes
Results: Significant effects for recall 4th graders .23 and .17, 6th graders .33 and .26 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 4, 6
Keywords:
interest; recall; expository text |
Study:
Richgels, McGee, Lomax, & Sheard.
Awareness of four text structures: Effects on recall of expository text
Read full review
reading_4-6_9
|
4 |
Strategy: Four expository text structures: Collection, Comparison/ Contrast, Causation, Problem/ Solution
Subjects: 56 students in two 6th grade classes in a university lab school; wide range of abilities and backgrounds. Interview sub-sample of 30 students was randomly selected from the 56.
Results: There was no significant difference between ratings for collection, comparison/contrast, and problem/solution. More subjects received "full knowledge" ratings for the comparison/contrast structure than any other structure. |
Reading Topics:
• Comprehension
– Text Structure
Grades: 6
Keywords:
compare/contrast; cause/effect; expository text
|
Study:
Franklin, Roach, Clary, & Ley.
Overcoming the reading comprehension barriers of expository texts.
Read full review
reading_4-6_20
|
4 |
Strategy: Use of comprehension strategies to aid comprehension in content area textbooks, specifically, graphic organizers and conceptual mapping, text structure instruction and summary writing.
Subjects: (82) 5th and 6th graders in small rural public school
Results: Instruction in metacognitive strategies does, in fact, improve comprehension. Preservice and inservice training in content area reading should be available.The training model used in this study produces favorable results in teacher effectiveness and student achievement. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Grades: 5, 6
Keywords:
metacognition; teacher modeling; comprehension process |
Study:
Lysynchuk, Pressley, & Vye.
Reciprocal teaching improves standardized reading comprehension performance in poor comprehenders.
Read full review
reading_4-6_26 |
4 |
Strategy: Reciprocal teaching
Subjects: 71 fourth and seventh graders considered to be poor comprehenders in Canada
Results:
| |
Standardized
Comprehension |
Standardized Vocabulary |
| Fourth Graders |
+0.56 |
+0.44 |
| Seventh Graders |
+0.54 |
-0.41 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8
Diverse Learners
Keywords:
reciprocal teaching; questioning: summarizing; predicting |
Study:
Gambrell & Bales.
Mental imagery and the comprehension-monitoring performance of fourth-and fifth-grade poor readers.
Read full review
reading_4-6_28 |
4 |
Strategy: Mental imagery for comprehension monitoring and improvement
Subjects: 124 fourth and fifth who scored 1-2 years below grade level on CAT (1978) from 5 public elementary school in Maryland
Results: The use of mental imagery was positively associated with comprehension-monitoring performance. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 4, 5
Diverse Learners
Keywords:
mental imagery; comprehension-monitoring |
Study:
Carnine & Kinder.
Teaching low-performing students to apply generative & schema strategies to narrative and expository materials
Read full review
reading_4-6_29 |
4 |
Strategy: Schema treatment and Generative treatment
Subjects: 27 fourth, fifth and sixth graders poor (2 grade levels below) comprehension and receiving special services for reading
Results: No significant difference between the two interventions. Comparison on the overall effect of training was significant. Low-performing students made significant improvements in comprehension in a relatively short period of time. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Activating Background Knowledge
Grades: 4, 5, 6
Diverse Learners
Keywords:
imagery; summarizing; student questions; narrative text; expository text |
Study:
Jenkins, Heliotis, Stein, & Haynes.
Improving reading comprehension by using paragraph restatements.
Read full review
reading_4-6_30 |
4 |
Strategy: Paragraph Restatements
Subjects: 32 elementary learning disabled students: (4) third, (12) fourth, (11) fifth and (5) sixth graders who had significant deficits in decoding and comprehension
Effect size for:
Test of Training on Questions = +.69 and Retell =+.61
Near Transfer Test Questions = +.80
Remote Transfer Test Questions =+.47 Retell=+.89
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 3 - 6
Keywords:
narrative text; writing; restatements; summarizing |
Study:
Rosenshine, Meister, & Chapman.
Teaching students to generate questions: A review of the intervention studies.
Read full review
reading_4-6_32 |
4 |
Strategy: Generation of Questions
Subjects: The grade levels of the students in these studies ranged from third grade through college.
Results: Overall, teaching students to generate questions on the text they have read resulted in gains in comprehension, as measure by tests given at the end of the intervention. Effect size was +.36 when standardized tests were used, and +.86 when experimenter-developed comprehension tests were used. |
Reading Topics:
• Comprehension
– Questioning Strategies
Grades: 3-5, 6-8, 9-12
Keywords:
questioning; students' questions; interventions |
Study:
Rosenshine & Meister.
Reciprocal teaching: A review of the research.
Read full review
reading_4-6_34 |
4
Meta-analysis |
Strategy: Reciprocal Teaching (Cognitive Strategy Instruction)
Subjects: Subjects for the collection of research varied from first grade to college level.
Results: The overall results indicated that gains were made by students in the treatment groups on comprehension measures. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: Diverse Learners
Keywords:
reciprocal teaching; summarizing; questioning; predicting |
Study:
Collins.
Reading instruction that increases thinking abilities.
Read full review
reading_4-6_38 |
4 |
Strategy: Thinking Abilities.
Subjects: 168 sixth and seventh graders with average grade point of 2.36 on a 4-point scale in four large metropolitan schools in the southwest
Results: Effect Size for Reading Total on ITBS= +1.11 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6, 8, 9
Keywords:
reasoning; thinking |
Study:
Raphael & McKinney.
An examination of fifth- and eighth-grade children's question-answering behavior: An instructional study in metacognition.
Read full review
reading_4-6_47
|
4 |
Strategy: QAR - Question Answer Relationship
Subjects: 217 5th and 8th grade students from 4 comparable suburban schools in Salt Lake City
Results: Training does enhance children's performance on comprehension tasks, and is particularly effective with children of average and low-reading abilitiy levels, particularly with regard to implicit question types. |
|
Study:
Kameenui, Carnine, and Freschi.
Effects of text construction and instructional procedures for teaching word meanings on comprehension and recall.
Read full review
reading_4-6_49
|
4 |
Strategy: Instructional procedures for teaching word meaning
Subjects: 60 middle-class 4th , 5th, & 6th-grade students in community of about 100,000 population.
Results: Experiment 1: An integration strategy that provides for the rehearsal of vocabulary word meanings during passage reading is a more effective vocabulary training procedure than isolated vocabulary training.
Experiment 2: The presences of difficult vocabulary words in a passage limits comprehension of that passage, as measured by inferential questions.
|
|
Study:
Stahl & Fairbanks.
The effects of vocabulary instruction: A model-based meta-analysis.
Read full review
reading_4-6_54
|
Meta-analysis
4 |
Strategy: Vocabulary Instruction
Subjects: NA
Results: Vocabulary instruction does appear to have a significant effect on the comprehension of passages containing taught words (effect sizes averaged +.97*) and passages not necessarily containing taught words (effect size +.30) |
Reading Topics:
• Vocabulary
Keywords:
definitions; context
|
Study:
Cote, Goldman, & Saul.
Students making sense of informational text: Relations between processing and representation.
Read full review
reading_4-6_59
|
4 |
Strategy: Think aloud whiled reading and physical backtracking (re-reading)
Subjects: Experiment 1: 24 fourth and sixth graders with range of reading levels
Experiment 2: 24 fourth and sixth graders with range of reading levels (different student than experiment 1)
Results: It was found that students rely on a variety of processing strategies; however, the processing tended to be sentence-by sentence level. The prevalent protocol was self-explanations; however, they varied in impact on recall. It was found that the relationship between processing activities and the quality of recall is quite complex and more research is needed. The Think-aloud protocol was found to be effective for the older students, but not for the younger students. |
Reading Topics:
• Comprehension
– Text Structure
– Think Aloud
Grades: 4, 6
Keywords:
oral reading; silent reading; factual text; recall; prior knowledge
|
Study:
Taylor, Pearson, Peterson, & Rodriguez.
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in literacy learning.
Read full review
reading_4-6_82 |
4 |
Strategy: Looked at overall curricular and teaching variables that account for growth in reading comprehension, fluency and writing measures over a school year in grades 1 - 5 within 9 participating school districts.
Subjects: : 9 schools that were part of the CIERA School Change Project in 2000-2001 - 88 teachers (experience ranged from 0-35 years, almost all held a bachelor's degree in education or a related field, 40% had master's degrees) and 792 students (70 -95% subsidized lunch; 2%-68% non-native speakers of English; 67-91% minorities)
Results: Higher level questioning was related to student literacy growth. Relatively frequent phonics instruction was negatively related to students' fluency growth in grades 2-5. Active engagement on the part of the student and the teacher had a positive impact on reading comprehension. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Discussion
Grades: K-5
Diverse Learners
Keywords:
teacher effectiveness; student engagement |
Study:
Lipson, Mosenthal, Daniels, & Woodside-Jiron.
Process writing in the classrooms of eleven fifth-grade teachers with different orientations to teaching and learning.
Read full review
reading_4-6_85 |
4 |
Strategy: Process approaches to writing from 4 different orientations to teaching and learning
Subjects: Eleven 5th-grade teachers selected for maximum diversity in geographic location, school size and configuration, familiarity with the state assessment program, and years of experience.
Results: Two predominant philosophical stances that influenced teacher instruction in writing process emerged: curricularist and inquiry-process. The Curricularist provided instruction that was teacher-led, whole group and focused primarily on the teaching and learning of the various steps of the writing process. The Inquiry-process provided instruction in the writing process that included both teacher-led and students -centered activities. Teachers provided writing instruction on a variety of topics in mini-lessons and students were allowed choice of topics, forms, and genres. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc (writing)
Grades: 5
Keywords:
writing; conferencing; peer conferencing; |
Study:
Symons, S., MacLatchy-Gauget, H., Stone, T.D., & Reynolds, P.L.
Strategy instruction for elementary students searching informational test.
Read full review
reading_3-5_110 |
Added
8-10-05
4
|
Strategy: Strategic reading and monitoring while reading informational text
Subjects: Studies 1 to 3 included 180, 57, and 92 rural elementary students respectively. None experienced significant academic difficulties according to their teachers
Results: Strategy plus Monitoring compared to control on accuracy
| Study 1 |
1.0 |
| Study 2 |
0.85 |
| Study 3:
Category selection, extraction, and monitoring v. control on accuracy |
1.71 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
Grades: 3-5
Keywords: self-monitoring, informational text; answering questions; locating information; factual text; 3rd, 4th, 5th graders |
Study:
Carr, Dewitz, & Patberg.
The effect of inference training on children's comprehension of expository text.
Read full review
reading_4-6_41 |
3-4 |
Strategy: Inference Training
Subjects: 75 6th-grade students in intact classes at a suburban elementary school.
Results: Both treatment groups scored significantly higher than the control group. The performance of below average readers did reach the performance of average readers on the posttests and delayed transfer test. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
structured overview; background knowledge; cloze; self-monitoring |
Study:
Reutzel.
Investigating a synthesized comprehension instructional strategy: The cloze story map
Read full review
reading_4-6_12 |
3 |
Strategy: Cloze Story Map (CSM)
Subjects: 101 Fifth graders in lower and middle class schools in Texas
Results: CSM treatment significantly affected the readers' comprehension of both text types:
Narrative F(1,98) - 18.24, p< .001
Expository F(1,98 = 12.29, p < .001 |
|
Study:
Davey & McBride.
Effects of question-generation training on reading comprehension.
Read full review
reading_4-6_13
|
3 |
Strategy: Question-generation training
Subjects: 120 6th-graders; English was their native spoken language
Results: Significant effects for both treatment groups, F(4, 114) = 4.58, p<.05, and question type F(1, 115) = 85.84, p<.05 |
Reading Topics:
• Comprehension
– Questioning Strategies
– Strategy Instruction
Grades: 6
Keywords:
questioning; students' questions |
Study:
Pelow & McVey Colvin.
PQ4R as it affects comprehension of social studies reading material.
Read full review
reading_4-6_24 |
3 |
Strategy: Subject groups used the same text and workbook in daily 45 min. morning sessions.
Control group was given pages to be read, questions from the teacher, pages in the workbook, students’ oral and written reports. Experimental group was given the same as control with added teacher demonstration of each step of PQ4R. Students started forming questions prior to reading.
Subjects: 2 groups of 15 sixth-grade students from an independent co-educational school
Results: PQ4R Effect Size = .71 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
study skills; social studies |
Study:
Peters & Levin.
Effects of a mnemonic imagery strategy on good and poor readers' prose recall.
Read full review
reading_4-6_25 |
3 |
Strategy: Mnemonic imagery strategy
Subjects: Experiment 1: 38 middle school students in a Midwestern university community with above grade level vocabulary
Experiment 2: 116 seventh graders from rural Eastern community; "good" and "poor"readers
Results: Effect size -
| x |
Good
Comprehenders |
Poor
Comprehenders |
| Experiment 1 |
| Central Information |
Immediate |
+1.15 |
+1.78 |
Delayed |
+1.17 |
+1.07 |
Incidental Recall |
Not significant |
x |
| Experiment 2 |
| Cued recall |
Central |
+1.33 |
+0.84 |
Incidental |
NA |
NA |
Immediate Match |
+1.65 |
+0.71 |
Detailed Discussion |
-0.81 |
NA |
Delayed Match |
+1.10 |
+0.42 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6-8
Diverse Learners
Keywords:
imagery; mnemonics; recall |
Study:
Rinehart, Stahl, & Erickson. Some effects of summarization training on reading and studying.
Read full review
reading_4-6_27 |
3 |
Strategy: Summarization Training
Subjects: 70 sixth-grade social studies students in northern central West Virginia
Results:
| Major Information Minor Information |
Prep Time |
Quality of notes |
| +.69 +.33 |
+3.61 |
+2.03 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 6
Keywords:
summarizing; study skills; recall |
Study:
Levin et al.
A comparison of semantic-and mnemonic-based vocabulary-learning strategies.
Read full review
reading_4-6_44
|
3 |
Strategy: Mnemonic-based and semantic-based (contextual analysis and semantic mapping) vocabulary strategies
Subjects: 71 high-achieving, semi-rural 4th-graders and 55 low-achieving, racially mixed university community 4th & 5th-graders
Results: The key word method was found to be superior in impacting definition recall for both ability levels. The semantic strategies produced positive results, just not as high as the mnemonic strategy. |
Reading Topics:
• Comprehension
– Strategy Instruction
• Vocabulary
Grades: 4, 5
Keywords:
context; mapping; keyword; mnemonic
|
Study:
Schunk & Rice.
Strategy fading and progress feedback: Effects on self-efficacy and comprehension among students receiving remedial reading services.
Read full review
reading_4-6_53 |
3 |
Strategy: Comprehension strategy fading and progress feedback and (use of) strategy value feedback
Subjects: 44 fifth graders receiving remedial reading-comprehension instruction Chapter I reading program predominately lower-middle class, 25% ELL
Results: Self-efficacy yielded significant treatment effect F(3, 40) - 16.82, p<.001
Comprehension skills yielded significant treatment effect F(3, 40)= 14.97, p<.001
Self-reported strategy use was significant F(3, 40) = 16.81, p<.01 |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5
Diverse Learners
Keywords: comprehension strategies, direct instruction, explicit instruction
|
Study:
Adams, Carnine, & Gersten.
Instructional strategies for studying content area texts in the middle grades.
Read full review
reading_4-6_55
|
3 |
Strategy: Systematic Instruction and Independent Study with Feedback
Subjects: 45 fifth graders who had adequate reading (decoding) skills but demonstrated deficiencies in study skills and who were less than one year below grade level reading.
Results:
| |
Immediate Test |
Delayed Test |
| Systematic Instruction |
+1.52 |
+1.22 |
| Independent Study w/ Feedback |
+.51 |
+.10 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5
Keywords: direct instruction, systematic instruction, feedback
|
Study:
Holmes.
The effect of states of prior knowledge on question answering.
Read full review
reading_4-6_87 |
3 |
Strategy: No specific strategy/model, program, material, or intervention was used. Study looked at the effects prior knowledge of good and poor readers had on their ability to answer questions.
Subjects: 56 5th graders varying in reading ability (CAT score) and level of prior knowledge (# of accurate facts per 2 selected topics).
Results: The study found that poor readers did not seem to use a large store of background knowledge to the same advantage as the good readers. Poor readers with high background information ere less successful in inferencing, modifying correct information and learning new information. |
Reading Topics:
• Comprehension
– Questioning Strategies
– Activating Background Knowledge
Grades: 5
Diverse Learners
Keywords:
questioning; expository text |
Study:
Graves.
Effects of direct instruction and metacomprehension training on finding main ideas
Read full review
reading_4-6_146 |
Added
2-3-06
3 |
Strategy: Direct Instruction and Metacomprehension Training on finding main ideas
Subjects: 24 boys and 8 girls in the fifth through eighth grades, identified as learning disabled, scored at least 2 years below grade level on a standardized reading test, and had IQs within the normal range
Results: Effect Size -
| |
Reading
Aloud |
Reading
Silently |
Delayed |
Direct Instruction +
Metacomprehension |
+4.82 |
+4.94 |
+3.87 |
| Direct Instruction |
+1.83 |
+1.74 |
+1.55 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 5-8
Diverse Learners
Keywords:
direct instruction; main idea; metacomprehension |
Study:
Fuchs & Fuchs.
Peer-assisted learning strategies: An evidence-based practice to promote reading achievement
Read full review
reading_4-6_156 |
3 |
Strategy: Peer-Assisted Learning Strategies (PALS)
Subjects: 118 second through 6 th graders, 58 were students with LD, 27 were low performers never referred to special education and 33 were average achievers.
Results: With respect to treatment effects on number of words read correctly, students who participated in the four experimental tutoring activities made significantly greater growth than those in the contrast group: ES = .29 to .41
Only students who participated in reciprocal role conditions and complex reading activities improved more than contrast students: average ES = .65.
|
Reading Topics:
• Comprehension
– Cooperative Strategies
Grades: 1-6
Keywords: summarizing, PALS
|
Study:
Gambrell, Koskinen, & Kapinus.
Retelling and the reading comprehension of proficient and less-proficient readers.
Read full review
reading_4-6_160 |
3 |
Strategy: Retelling
Subjects: 48 fourth graders (24 proficient readers, 24 less-proficient readers) from four schools in Maryland
Effect: Results indicate that proficient and less-proficient readers answered significantly more cued recall questions. Retellings improved in quantity and quality for both groups. |
Reading Topics:
• Comprehension
– Strategy Instruction
Grade: 4
Keywords:
retelling, comprehension, narrative text |
Study:
Armbruster, Anderson, & Ostertag.
Does text structure/summarization instruction facilitate learning from expository text?
Read full review
reading_4-6_3
|
3 |
Strategy: Instruction on conventional expository text structure (problem/solution) and written summarization using the problem/solution text structure
Subjects: 82 fifth graders from small Midwestern city in four heterogeneous classrooms; remedial students and students who scored below the 4th grade level on Gates-McGinitie were excluded
Results: The results suggest that direct instruction of a conventional text structure can facilitate formation of a macrostructure for that type of text for high, moderate, and low ability groups.
|
|
Study:
Guthrie, J. T., Wigfield, A., Metsala, J.L. & Cox, K.A.
Motivational and cognitive predictors of text comprehension and reading amount.
Read full review
reading_4-6_158
|
Added
2-3-06
3 |
Strategy: Analysis of results of 2 studies for the purposes of measuring how motivational variables contribute to reading achievement and text comprehension
Subjects: 271 students (117 5 th grade, 154 grade 3 students from 3 schools with multicultural population
Results: Study 1: Text comprehension was more significantly influenced by reading amount than other variables. However, reading amount was most significantly impacted by motivational factors. Study 2 corroborated those results.
|
Reading Topics:
• Comprehension
– Misc/other
Grades: 3-5, 6-8, 9-12
Keywords: comprehension, motivation
|
Study:
Bransford, Morris, & Stein.
Spontaneous monitoring and regulation of learning: A comparison of successful and less successful fifth graders.
Read full review
reading_4-6_86 |
2.5 |
Strategy: Spontaneous monitoring and regulation of learning
Subjects: 16 fifth graders in metro Nashville. 4 groups of 4 included most and least academically successful (by Comprehensive Test of Basic Skills scores). Some less successful students were working with special resource teachers
Results: Successful students monitor as they read and study. They were aware of the difficulty learning the less sensible stories and could explain why they were difficult. Less successful students did not tend to rate difficulty accurately and did not seem aware of the manipulation. Successful students tended to study difficult stories more than easy stories; less successful students studied equally for both. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: 5
Keywords: reading rate, study skills |
Study:
Idol.
Group story mapping: A comprehension strategy for both skilled and unskilled readers.
Read full review
reading_k-3_105 |
2 |
Strategy: Group Story Mapping
Subjects: 27 3rd-4th graders; medium-sized Midwest city. 2 groups of 11 and another of 5 additional students. One group of 11 - 2 LD students. Second group of 11 - 2 low achieving & one LD.
Effects: Control gained more reading comprehension than either experimental group “normal” students. Low achieving and Learning Disabled also appear to have had increased growth, but the statistics are not given to calculate a reliable Effect Size. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Graphic Organizers
Grades: 3-4
Keywords:
story mapping; schema |
Study:
Garner & Reis.
Monitoring and resolving comprehension obstacles: An investigation of spontaneous text lookbacks among upper-grade good and poor comprehenders.
Read full review
reading_4-6_23
|
2 |
Strategy: Rereading the text or "looking back" in order to respond to improve comprehension
Subjects: 19 fourth thru tenth graders who were considered "poor-comprehenders" (pc) attending a summer reading clinic who could decode and 19 "good comprehenders" (gc) in grades six thru eight chosen the following school year who matched the pc group
Results: Poor comprehenders mostly failed to demonstrate monitoring and mostly failed to spontaneously use look backs. The study implies that readers' knowing they did not know (an answer to the question) preceded knowing what to do to resolve the dilemma (self-monitoring before solution). |
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 3-5, 6-8, 9-12
Keywords:
narrative text; at-risk students; strategy |
Study:
Darch, Carnine, & Kameenui.
The role of graphic organizers and social structure in content area instruction
Read full review
reading_4-6_39
|
2 |
Strategy: Graphic Organizer Strategy/group, Graphic Organizer Strategy/individual, SQ3R/individual, Directed Reading/group
Subjects: 84 predominately middle class 6th-graders; social studies classrooms
Results: Use of a graphic organizer strategy in a group social structure is more effective in facilitating comprehension of content area information than a graphic organizer strategy used in an independent structure or a directed reading strategy used in a group structure. Transfer testing revealed that the graphic organizer and the SQ3R strategies were more effective than the directed reading approach. |
|
Study:
Baxter, Bass & Glaser.
Notebook writing in three fifth-grade science classrooms.
Read full review
reading_4-6_84 |
2 |
Strategy: Notebook writing in science classrooms
Subjects: 83 students, 3 5th-grade classrooms in 2 urban schools with ethnic, economic, and language diversity. 55% female; 60% Latino; 22% African American, & 18% Anglo, Asian, or other.
Results: The author offers conclusions for using notebooks during science instruction, but no findings were supported by scientific evidence. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Misc.
(writing)
Grades: 5
Keywords:
science; writing; explicit instructing; prompting
|
Study:
Deno, Kim, Diment, & Rogers.
Comparison of reading intervention approaches for students with mild disabilities
Read full review
reading_4-6_150 |
Added 2/3/06
2 |
Strategy: Peer Tutoring, Reciprocal Teaching, Effective Teaching Principles, Computer-Assisted Instruction (CAI), direct instruction models ( DI/SRA and DI format from Direct Instruction in Reading (Canine and Silbert, 1979).
Subjects: 176 students with mild disabilities grades 1-6 and 37 special education resource teachers
Results: Students’ average achievement gains were greater for only two of the six research models:
| |
Effect Size |
| Computer Assisted Instruction (CAI) |
+0.18 |
| Direct Instruction with Holt Materials |
+0.18 |
|
Reading Topics:
– Strategy Instruction
Grades: 1-6
Diverse Learners
Keywords: inductive, inferencing, predicting, independent reading, metacognition, prior knowledge, questioning, reading aloud, summarizing, text structure |
Study:
Dalton, Tivnan, Keohane, Rawson, Dias.
Revealing competence: Fourth-grade students with and without learning disabilities show what they know on paper-and-pencil and hands-on performance assessments
Read full review
reading_4-6_157 |
2 |
Strategy: Effects of measuring student knowledge through alternate assessments
Subjects: 74 fourth graders in one suburban and 4 urban schools: 29 were students with a learning disability, 51% white, 26% African-American, 7% Latino, 16% other
Results: Students with LD and Low Achievers performed comparably on paper and pencil assessments and performance assessments. The two groups performed well below the Average to High Average group. However, in the performance assessment, the gap narrowed and some of the students with LD scored higher than students in the Average to High Average group. |
Reading Topics:
• Comprehension
– Graphic Organizers
Also Diverse Learners
Grade: 4
Keywords:
assessment, science inquiry, learning disabled
|
Study:
Guthrie, Wigfield, Metsala, & Cox.
Motivational and cognitive predictors of text comprehension and reading amount
Read full review
reading_4-6_158 |
2 |
Strategy: Motivational variables contribution to reading achievement and text comprehension
Subjects: Study 1: 117 fifth graders and 154 third graders from 3 schools with multicultural populations (55% African American, 22% Caucasian, 15% Hispanic, 7% Asian)
Study 2: 17,472 tenth graders included as eighth graders in base-year example in the National Educational Longitudinal Study (NELS:88)
Results: Study 1: Text comprehension was more significantly influenced by reading amount than other variables. However, reading amount was most significantly impacted by motivational factors. Study 2 corroborated those results.
|
Reading Topics:
• Comprehension
– Miscellaneous
Grades: 3, 5, 8, 10
Keywords: comprehension, motivation |
Study:
Idol, L. & Croll, V.J.
Story-mapping training as a means of improving reading comprehension.
Read full review
reading_k-3_113 |
Added
8-10-05
2 |
Strategy: Story-mapping
Subjects: Five students (grades 2-5) from three elementary schools in a medium-sized Midwestern city were selected by their special education teachers because they exhibited serious reading comprehension problems despite adequate decoding skills. One student was in a self-contained classroom; the others were receiving services from learning disabilities resource teachers.
Results: 4 of the 5 students demonstrated statistically significant net comprehension gains from baseline to maintenance. Improved reading comprehension did significantly maintain after removal of the story mapping. |
Reading Topics:
• Comprehension
– Strategy Instruction
– Text Structure
– Graphic Organizers
Diverse Learners
Grades: 2 - 5
Keywords: Story-mapping; learning disabled |
Study:
Vaughn, Chard, Bryant, Coleman, Tyler, Linan-Thompson and Kouzekanani.
Fluency and comprehension interventions for third grade students.
Read full review
reading_k-3_159 |
2 |
Strategy: Partner Reading, Collaborative Strategic Reading
Subjects: Subjects: 111 third graders and 8 teachers from two elementary school in a small district with rural and urban settings and highly mobile population. 14% of the students had reading difficulties
Results: Effect Sizes for all Reading Disability students on the Gray Oral Reading Tests:
All Reading Disability Students |
Rate |
Accuracy |
Comprehension |
Words per Minute |
0.83 |
0.28 |
0.14 |
0.42 |
|
Reading Topics:
• Comprehension
– Collaborative Strategies
• Fluency
Grade: 3
Keywords:
partner reading, collaborative reading, fluency, disabled readers |
Study:
Zipprich, M. A.
Teaching web making as a guided planning tool to improve student narrative writing
Read full review
reading_3-5_116 |
Added
8-10-05
2 |
Strategy: Prestructured story web
Subjects: Thirteen 9-12 year-olds with full-scale IQ scores ranging from 89-109 (WISC-R) identified as having learning disabilities and significant writing deficits (Test of Written Language) with writing instruction as part of the IEP. All have resource room instruction.
Results: Following instruction in the web technique, students showed improvement in the two primary target behaviors of planning time and holistic(quality) score but showed inconsistent results for the other target behaviors of number words, thought units, density, sentence types, and mechanics. |
Reading Topics:
• Comprehension
– Graphic Organizers
– Misc.
Grades: 3-5
Keywords: web making; learning disabled; narrative writing |
Study:
Alvermann, Young, Weaver, Hinchman, Moore, Phelps, Thrash, & Zaleweski.
Middle and high school students' perceptions of how they experience text-based discussions: A multicase study.
Read full review
reading_7-8_6
|
2 |
Strategy: Researchers looked at individual roles students play in a classroom discussion and how they perceive roles. Three rounds of classroom discussions were videotaped followed by three focal group interviews. Reserachers developed a procedure for recording, triangulating, analyzing and sharing observations.
Subjects: 5 studies; each with 13 to 23 English or history students; grades 8 to 12
Results: This study supports the need for teachers to move towards student- or learning-centered instruction instead of text- or teacher-centered instruction.
|
Reading Topics:
• Comprehension
– Discussion
Grades: 3-5, 6-8, 9-12
Keywords:
discussion; participation
|
Study:
Vollands, Toppings, & Evans.
Computerized self-assessment of reading comprehension with the Accelerated reader.
Read full review
reading_4-6_91 |
1
Action research |
Strategy: Accelerated Reader (AR)
Subjects: Sixth graders from 2 schools in areas of low socio-economic status in Aberdeen, Scotland.
Results: Project A: The AR group showed greater improvement in attitude to reading than the comparison group on both measures. These differences did not reach statistical significance. AR girls performed statistically significantly better than boys on both measures. The AR group showed significant gains on one test of reading comprehension and one of reading accuracy. Project B: On two norm-referenced tests of reading comprehension, the AR group showed significant gains on both. The alternative treatment group showed gains on only one. Neither group showed significant gains in reading accuracy. Reading attitude gains were significant only for girls. |
Reading Topics:
• Comprehension
– Misc
Grades: 6
Diverse Learners
Keywords:
Accelerated Reader |
Study:
Topping & Sanders.
Teacher effectiveness and computer assessment of reading: relating value added and learning information system data. (Accelerated Reader)
Read full review
reading_4-6_93 |
1 |
Strategy: Learning Information System, Accelerated Reader (AR) and Tennessee Value-Added Assessment System
Subjects: All Tennessee 2nd-8th graders tested by Tennessee Comprehensive Assessment Program (TCAP).
Results: There is no evidence of a causal relationship between AR and increased achievement. |
Reading Topics:
• Comprehension
– Skills Instruction
Grades: K-8
Keywords:
Accelerated Reader |
Study:
Havens. Project CRISS:
Reading, writing and studying strategies for literature and content.
Read full review
reading_4-6_106 |
1 |
Strategy: CRISS
Subjects: CRISS developmental site (Kalispell, MT.) and two replication sites. Grades 4, 6, 8, and 11. Note: no description of participant or demographics.
Results: Effect size -
| Grade 4 |
+1.22 |
| Grade 6 |
+0.83 |
| Grade 8 |
+0.94 |
| Grade 11 |
+1.76 |
|
Reading Topics:
• Comprehension
– Strategy Instruction
Grades: 4, 6, 8, 11
Keywords: recall, reading strategies, organization, memory, vocabulary, writing strategies
|
Study:
Policy Studies Associates, Inc.
A Validation Report on Read 180: A Print and Electronic Adaptive Intervention Program Grades 4 and Above
Read full review
reading_3-5_170 |
Added
8-10-05
1
|
PENDING:
Strategy: Read 180 direct and explicit reading instruction
Subjects: 4th - 8th graders from large urban districts; reading is significantly below grade level.
Results: Pending
|
Reading Topics:
• Comprehension
– Miscellaneous
Grades: 4-8
Keywords: None listed |
Study:
Ligas (The School Board of Broward County, Florida).
Evaluation of Broward County Alliance of Quality Schools Project.
Read full review
reading_4-6_89 |
.05 |
Strategy: Broward County Alliance of Quality Schools
Subjects: Elementary schools: 77.8% African-American, 11.3% Hispanic and 9.2% White. 82-84% of the schools SES and 13-14% LEP. Middle schools: 65% African-American, 20% White. And 15% Hispanic, 63.5% SES and 8.2% LEP
Results: Student in grades 4, 7, and 8 demonstrated increases in average scores in reading comprehension while students in 3, 5, 6 showed decreases in reading comprehension. Student behavior had improved with a decrease in the number of referrals at the elementary school level and in incident and disciplinary actions at the middle school level. |
Reading Topics:
• Comprehension
– Misc
Grades: 3-8
Diverse Learners
Keywords:
direct instruction; Accelerated Reader; computer assisted instruction |
Study:
Kucan & Beck.
Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction.
Read full review
reading_meta_35 |
|
Summary: [The study] suggests that thinking aloud has been an important pradigm for research in reading comprehension and reading comprehension instruction. It also suggests that thinking aloud will continue to play an important role in future research directed toward investigating social constructivist models for reading comprehension instruction. |
Reading Topics:
• Comprehension
– Think Aloud
Grades: 3-5, 6-8
Keywords:
read aloud, think aloud, inquiry, instruction |
Study:
Rowe & Rayford.
Activating background knowledge in reading comprehension assessment.
Read full review
reading_4-6_10 |
Meta-analysis |
Strategy: Schema elaboration in response to purpose questions
Subjects: 24 first graders, 28 sixth graders from intact elementary classes, and 22 tenth graders selected by high school administrators as a cross-section of the academic abilities from 2 schools in a small-city school district in south-central Indiana. Most were from white, middle-income families.
Results: Students at all grade levels were able to use purpose questions to activate background knowledge and make prediction about passage content. Content information activated was dependent upon student familiarity with the topic or on the number of familiar concepts also presented in the purpose question. Schema elaboration in the responses appeared to vary by purpose question. First graders tended to tell stories when asked to predict passage content. Sixth and tenth grade responses were found to be dependent upon the purpose question asked. |
Reading Topics:
• Comprehension
– Activating Background Knowledge
Grades: 1, 6, 10
Keywords:
purpose questions; genre clues; topic familiarity |
Study:
Gersten, R. and Baker S.
Teaching expressive writing to students with learning disabilities: A meta-analysis.
Read full review
reading_meta_159 |
Added
8-10-05
Meta-
analysis |
Strategy: Steps of the writing process, the critical dimensions of different writing genres, structures for giving students on the quality of their writing
Subjects: Students in the study met criteria for a learning disability and were eligible for special education services; 5) 66% or more of the sample were students with learning disabilities; 6) a comparison group of students with learning disabilities was included.
Results:
| Results |
Effect Sizes |
| Instructional Features: |
Weighted |
Unweighted |
| Collaborative practice with teacher |
0.76 |
0.85 |
| Collaborative practice with peer |
0.70 |
0.98 |
| Teacher modeling of strategy use |
0.69 |
0.90 |
| Use of procedural prompts |
0.86 |
0.96 |
| Use of computers |
0.64 |
1.06 |
|
Reading Topics:
• Comprehension
– Misc.
Grades: All grades
Diverse Learners
Keywords:
writing, explicit instruction, writing genres, feedback
|
Study Name |
Design
Rating
|
Strategy, Subjects, Effects
 |
Topics
|
Reviewers' Ratings of Research As explained in the Reading Summary page, selection of research for this database has emphasized studies meeting the definition of quality research as outlined in the federal No Child Lift Behind legislation. Remember that ratings in column 2 apply to the research design, not to the quality of the intervention studied or how powerful the method, strategy, or approach is in influencing overall student achievement. Design rating levels, as illustrated by the Gold Standard pyramid, are further explained on the Definitions page. The tables below are arranged by column 2, Design Rating, with highest ratings (or N/A) listed first.