Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers

Thames, Dana G.; Reeves, Carolyn; Kazelskis, Richard; York, Kathleen C.; Boling, Charlotte J.; Newell, Kavatus; Wang, Ying

doi:10.1080/02702710701853625

Cited by 11 publications

(5 citation statements)

References 15 publications

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“…In similar vein, Thames, Reeves, Kazelskis, et al (2008) confirmed that individualized reading approach statistically significant on the students reading comprehension scores of struggling readers (p < .001). However, they underlined that students' attitude toward reading could have influenced their performance suggesting the needs for further research.…”

Section: Type Of Instructionsupporting

confidence: 73%

Literature Review on Trends of Comprehension Instruction for Elementary School Students

Parlindungan

Prasetya

2022

EHDJ

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The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.

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Section: Type Of Instructionsupporting

confidence: 73%

Literature Review on Trends of Comprehension Instruction for Elementary School Students

Parlindungan

Prasetya

2022

EHDJ

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“…Allington (1983) argued, "Good and poor readers differ in their reading ability as much because of differences in instruction" (p. 548). Like their peers, struggling readers benefit from reading instruction that encourages critical thinking as well as engaging in listening, reading, writing, and dialoguing (Thames et al, 2008). Recent research conducted by Kim et al (2016) studied the effect of Strategic Adolescent Reading Intervention (STARI), a supplemental reading program melding skills-based instruction with text-based discussion, on struggling readers in Grades 6-8.…”

Section: Introductionmentioning

confidence: 99%

Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles

Venegas

2018

Reading & Writing Quarterly

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Although a subskills approach to reading instruction is merited in improving the reading skills of struggling readers, struggling readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of reluctant or struggling readers. In turn, the self-efficacies of reluctant or struggling readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of literature circles, a balanced literacy instructional strategy, on the reader self-efficacies of reluctant and struggling readers in Grades 4-6. In terms of reader self-efficacy, reluctant and struggling readers appeared to benefit more from participating in literature circles than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for reluctant and struggling readers. Strengthening the reader self-efficacies of reluctant and struggling readers through literature circles 2

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“…Allington (1983) argued, "Good and poor readers differ in their reading ability as much because of differences in instruction" (p. 548). Like their peers, marginalized readers benefit from reading instruction that encourages critical thinking as well as engaging in listening, reading, writing, and dialoguing (Thames et al, 2008). Recent research conducted by Kim et al (2016) studied the effect of Strategic Adolescent Reading Intervention (STARI), a supplemental reading program melding skills-based instruction with text-based discussion, on marginalized readers in Grades 6-8.…”

Section: Introductionmentioning

confidence: 99%

Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

Venegas¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Although a subskills approach to reading instruction is merited in improving the reading skills of readers often deemed "struggling," these readers also benefit from balanced literacy instruction. Overemphasis on reading subskills arguably minimizes students' enjoyment of and motivation to read and may inevitably result in the formation of marginalized readers. In turn, the self-efficacies of marginalized readers may be diminished. Framed by social cognitive theory, the author designed an embedded multiple case study to explore the potential influence of peer-led, text based discussion groups on the reader self-efficacies of marginalized readers in Grades 4-6. In terms of reader self-efficacy, marginalized readers appeared to benefit more from participating in peer-led, text based discussion groups than their classmates (i.e. students with initially higher reader self-efficacies). This study is significant in providing support for a more balanced approach to reading instruction, particularly for marginalized readers.

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Reading Comprehension: Effects of Individualized, Integrated Language Arts as a Reading Approach with Struggling Readers

Cited by 11 publications

References 15 publications

Literature Review on Trends of Comprehension Instruction for Elementary School Students

Literature Review on Trends of Comprehension Instruction for Elementary School Students

Strengthening the Reader Self-Efficacies of Reluctant and Struggling Readers Through Literature Circles

Untapped Potential? Nurturing Self-Efficacy in the Context of Peer-Led, Text-Based Discussion Groups

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