Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

Ness, Molly

doi:10.1080/02568543.2010.531076

Cited by 105 publications

(69 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Pressley (2008) also asserted that comprehension is the last outcome of proficient reading ability. The RAND Group defined reading comprehension as the method of extracting and building meaning through engagement and immersion with the passage.The teachers' dependence on single strategies may mainly be the result of the instructional materials that motivate teachers to rely on a select number of experimented single comprehension strategies, such as predicting, questioning, and prior knowledge (Ness, 2011).…”

Section: Reading Versus Reading Comprehensionmentioning

confidence: 99%

See 1 more Smart Citation

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Awada¹

2017

ELT

View full text Add to dashboard Cite

This study reports the relative effectiveness of the inclusion theory when the combined strategy instruction on improving the reading comprehension of narrative and expository texts for students with dyslexia is implemented. A total sample of 298 students of English as a foreign language from both public and private schools participated in the study which employed a pre-test-post-test control group design to investigate the efficacy of combined strategy instruction consisting of Graphic organizers, Visual displays, Mnemonic illustrations, Computer exercises, Prediction, Inference, Text structure awareness, Main idea identification, Summarization, and Questioning. The study concluded that combined strategy instruction in the field of the inclusion theory is more effective than regular instruction in improving reading comprehension when using narrative texts, but there's no difference, when using expository texts. There was no significant difference neither by gender nor by school types in all the grade levels under study.

show abstract

Section: Reading Versus Reading Comprehensionmentioning

confidence: 99%

“…Ness (2011) indicated that comprehension entails recalling information from text, eliciting themes, involving in higher order thinking skills, building a mental image of text, and comprehending text structure. Pressley (2008) also asserted that comprehension is the last outcome of proficient reading ability.…”

Section: Reading Versus Reading Comprehensionmentioning

confidence: 99%

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Awada¹

2017

ELT

View full text Add to dashboard Cite

show abstract

“…Data analysis occurred throughout the process of data collection and a coding system was developed to most effectively describe the reading comprehension instruction that emerged; regardless if the instruction aligned with best practices. Although these codes emerged from the data, many of the descriptions were modified from previous work [40,52,60,61].…”

Section: Discussionmentioning

confidence: 99%

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

Ko¹,

Hughes

2015

Education Sciences

View full text Add to dashboard Cite

Abstract:Reading comprehension is a significant concern for adolescents with learning disabilities (LD), particularly in secondary schools in the United States (US) where content is taught primarily through textbooks. Surprisingly little is known about the actual reading instruction for students with LD in secondary classrooms. Thus, the purpose of this study was to examine the reading comprehension instruction in US secondary special education classrooms. Eight special education teachers in urban high schools were observed and interviewed. Findings showed that teachers implemented a number of reading comprehension practices, not all were considered "best practice". The most frequently observed practices included reading aloud, questioning, seatwork, activating prior knowledge, and using graphic organizers. Explicit instruction in how and when to use reading comprehension strategies, however, was not observed. This study reveals the extent to which evidence-based reading comprehension practices are not making their way into secondary reading classrooms and offers insight into factors that teachers state as influencing their instruction for students with LD.

show abstract

“…Moreover, the general comprehension teaching practice was based on showing how students could use comprehension strategies and not what these comprehension strategies actually mean. Recently, Ness (2011) observed the extent to which teachers from first to fifth grades use comprehension instruction in their language arts classrooms. Based on observing the teachers of the participating classroom, Ness found out that a total of 25% of the language arts teaching practices focused on explicit reading comprehension instruction.…”

Section: Scarcity Of Comprehension Strategy Instructionmentioning

confidence: 99%

“…These techniques were informed by a pilot study implemented a year ahead of this study. More specifically, the techniques dealt with general practices that determined the frequency and the amount of comprehension strategy instruction (Ness, 2011;Pressley, 2006). The observations lasted for four weeks, and there was a total of 720 minutes for both classes.…”

Section: Data Collectionmentioning

confidence: 99%

ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Khaiyali

Tiyb

2014

ELT

View full text Add to dashboard Cite

Reading comprehension instruction has been recognized as a key factor in developing any reading and literacy program. Therefore, many attempts were devoted to improve explicit comprehension strategy instruction at different school levels and fields including EFL and ESL. Despite these efforts, explicit comprehension instruction is still drought and far from satisfactory. Additionally, a great deal of teachers and educators are still struggling to find the appropriate ways to explicitly and effectively teach comprehension strategies. Consequently, the purpose of the present study was to explore the general perceptions and experiences of elementary English language teachers in using children's picture books to initiate explicit comprehension strategy instruction. In order to obtain naturalistic and in-depth understanding of participating teachers' perceptions, structured classroom observations were carried out for four weeks. Findings indicated that in about 718 minutes of instruction of both classrooms, 603 minutes were allotted for explicit comprehension strategy instruction. Despite some flaws in time management, the use of only one resource to collect data, and the focus on only comprehension strategy instruction, this study could contribute to the body of research of comprehension strategy instruction in language learning classrooms.

show abstract

Explicit Reading Comprehension Instruction in Elementary Classrooms: Teacher Use of Reading Comprehension Strategies

Cited by 105 publications

References 25 publications

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Effect of Inclusion Versus Segregation on Reading Comprehension of EFL Learners with Dyslexia: Case of Lebanon

Reading Comprehension Instruction for Adolescents with Learning Disabilities: A Reality Check

ESL Elementary Teachers’ Use of Children’s Picture Books to Initiate Explicit Instruction of Reading Comprehension Strategies

Contact Info

Product

Resources

About