An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts

Reutzel, D. Ray; Smith, John A.; Fawson, Parker C.

doi:10.1016/j.ecresq.2005.07.002

Cited by 73 publications

(68 citation statements)

References 13 publications

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“…It facilitates reading comprehension for students who have reading difficulties (Katims & Harris, 1997;Lee & von Collin, 2003;Munro, 2004;Pressley, Roehrig, Bogner, Raphael, & Dolezal, 2002;Reutzel, Smith, & Fawson, 2005;Swanson et al, 1999). The particular strategy most likely to assist at any time depends on the student's literacy learning profile, the teaching format and organisational factors, such as the duration of the teaching and the teaching style (Swanson, 1999).…”

Section: Teaching the Comprehending Strategiesmentioning

confidence: 96%

Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching

Munro

2010

Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

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Section: Teaching the Comprehending Strategiesmentioning

confidence: 96%

Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching

Munro

2010

Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

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“…Many models have been proposed, tested and applied. The three-phase reading comprehension instructional model (before, during and after reading) is associated with reading comprehension studies at a later stage of the cognitive revolution and with the emergence of schema theory, theory of cognitive processes and metacognition of readers in reading [1][2][3][4][5],... In the set of thematic reports by the National Reading Panel, when systematizing works on reading comprehension instruction, the authors mention how reading strategies are used corresponding to a process that guides students to read and understand texts [6].…”

Section: Introductionmentioning

confidence: 99%

An Application of a Three-phase Reading Comprehension Instructional Model in Teaching Language Arts at Vietnamese High Schools

Hương¹

2018

EDUCATION

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The article focuses on investigating the three-phase reading comprehension instructional model (prereading, while-reading and post-reading), based on which it will identify how to apply this model to teach reading comprehension in Vietnamese high schools. Before reading, readers need to activate their prior knowledge and experience, determine reading goals and strategies, and build background knowledge. During reading, readers make sense of the text by taking different actions to achieve both decoding and understanding the text simultaneously. Post-reading phase comprises recalling something done before, analyzing text elements in depth, connecting for expanding the topic, and applying what has been learnt in daily life. The three-phase reading comprehension instructional model has been researched and applied successfully to instruct reading. However, in Vietnam, reading comprehension instruction does not really pay attention to guiding students to actively read texts as highlighted in this model. Practicing the three-phase reading comprehension instructional model in Language Arts subject at Vietnamese high schools means, in fact, to guide students to use strategies effectively in line with each phase of reading comprehension process.

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“…As a practice, Dombrek and Connor described that grade repetition was a losing proposition, where initial gains diminished as these students progressed through their school career. Cost-analysis studies completed by Reutzel, Smith, and Fawson (2005) and Reynolds et al (2010) indicated that grade repetition has a negative cost-benefit ratio. In support of these arguments, the U.S. Census…”

Section: Advantages and Disadvantages Of Grade Repetitionmentioning

confidence: 99%

Experiences with grade repetition : a narrative inquiry using a resiliency lens

Kay¹

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For decades, retention has been a common practice implemented as an intervention for the at-risk or underperforming student (Alexander, Entwisle, & Dauber, 2003;Jimerson, Pletcher, & Kerr, 2005;Murray, Woodruff, & Vaughn, 2010;Penfield, 2010;Shepard & Smith, 1990;Warren & Saliba, 2012). While practitioners believe grade repetition raised students to grade level standards, often this intervention resulted in short-term academic achievement gains, followed by a fade in progress, and a negative student attitude toward school .Research shows that grade repetition does more academic, social, and emotional harm than good & Dalton, 2002;Parker, 2001;Rouse, 2007;Shepard & Smith, 1990), and political policy (Martin, 2009;Murray et al, 2010;Penfield, 2010;Shepard & Smith, 1990;Tanner & Combs, 1993;Van Breda, 2011). Recent data further supported that there is a potential disconnect between research and practice, and given that practitioners continue to repeat students, it might be advantageous for researchers to evaluate students' lives post-retention (Gottfried, 2012). It is through the lens of academic resilience theory that this narrative inquiry presented the long overlooked stories of eight students retained in elementary school in order to explore the following research question: How did students' experience with grade repetition in

show abstract

An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts

Cited by 73 publications

References 13 publications

Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching

Enhancing Reading Comprehension Through Explicit Comprehending-Strategy Teaching

An Application of a Three-phase Reading Comprehension Instructional Model in Teaching Language Arts at Vietnamese High Schools

Experiences with grade repetition : a narrative inquiry using a resiliency lens

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