Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices

Hock, Michael F.; Brasseur-Hock, Irma F.; Deshler, Donald D.

doi:10.1007/978-3-319-14735-2_5

Cited by 6 publications

(6 citation statements)

References 19 publications

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“…Children should be consistently engaged, but with a gradual shift in responsibility for the success of reading from the teacher to the child (Boardman et al, 2018). This process starts with a teacher demonstrating and explaining his thought processes during reading to serve as a model for children (Schunk, 2003;Afflerbach et al, 2008;Hock et al, 2015). Afterward, the individual student gradually attains more autonomy, a process called "scaffolding" (Pressley et al, 2001;Alvermann, 2002;Nokes and Dole, 2004;Fisher et al, 2008;Rupley et al, 2009).…”

Section: Textbooks and Reading Comprehensionmentioning

confidence: 99%

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

2020

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This study assessed whether textbooks affect academic performance and engagement in reading comprehension in primary education in Flanders (Belgium). The data of the Progress in International Reading Literacy Study 2016 and a reassessment of this study in 2018 were used to describe students' learning progress in reading comprehension and evolution in engagement between the fourth and sixth grade. The sample consisted of 3051 students in 98 schools. The averages of students' learning progress and engagement were compared for five textbooks by using multilevel autoregression model and multilevel change score models. Contrasts between textbooks in average learning progress and engagement were also estimated. To control for differences between student populations that are educated with the different textbooks, we controlled for student's socioeconomic status, language and initial academic performance in fourth grade at the student-and school-level. The main hypotheses were that textbooks affect learning progress and reading engagement. This was based on the literature and prior (mainly) cross-sectional research which describe textbooks as playing an important role in the curriculum that is taught to students on a daily basis. The results of both models showed that textbooks do not affect student's average learning progress in reading comprehension and evolution in engagement between the fourth grade and sixth grade in Flanders. Hence, the hypotheses were rejected.

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Section: Textbooks and Reading Comprehensionmentioning

confidence: 99%

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

2020

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“…Kamil et al., in their practice guide to improving adolescent literacy, provided five recommendations for increasing adolescents’ reading ability, including providing direct and explicit comprehension strategy instruction, with a strong level of evidential support. Others have also made the case for direct explanation of strategies (e.g., Duffy, ; Duke & Pearson, ; Hock, Brasseur‐Hock, & Deshler, ; Pressley, ; RAND Reading Study Group, ).…”

Section: Existing Research On Rcimentioning

confidence: 99%

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Magnusson

Roe

Blikstad‐Balas

2018

Reading Research Quarterly

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The authors examined naturally occurring reading comprehension strategies instruction (RCSI) across four consecutive lessons in 47 Norwegian language arts classrooms at the lower secondary level via video observations (n = 178). Although numerous studies have examined the effectiveness of RCSI for improving reading outcomes, few studies have focused on descriptions of real-world classroom instruction. This study thus provides additional insights into the extent to which and how language arts teachers in lower secondary schools provide RCSI. Further, the study sheds light on additional aspects of reading comprehension instruction to obtain a broader picture of what this instruction encompasses. The authors address these issues by providing an overview of the amount of RCSI used in language arts classrooms, a characterization of provided RCSI, the frequency of salient features of reading comprehension instruction, and an examination of the possible connections between strategy instruction and students' gains on national reading tests. The authors used the Protocol for Language Arts Teacher Observation manual to guide the first step of the analytic process, followed by qualitative content analyses of the provided RCSI and inductive coding of the reading comprehension instruction. The findings revealed limited evidence of explicit RCSI. When provided, the explicit instruction varied as either contextual or decontextual instruction. Several teachers demonstrated strategy knowledge, but in many cases, instruction seemed oriented more toward nontransferable activities than explicit strategy teaching. Mainly, the teachers focused their instruction on text-based discussions and text structure. The authors discuss various reading instructional practices, teachers' repertoire of strategies, and different approaches to explicit strategies instruction. R eading comprehension is considered a key competence in our modern information society, and there are high demands for comprehension of complex texts throughout students' schooling. This is especially the case in secondary school, where students face increasingly diverse and challenging texts in a range of different school subjects. Precisely because reading comprehension is such a crucial and complex endeavor, educational policymakers worldwide have given this topic much attention in recent years (e.g., National

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“…Some students find the reading session enjoyable. Relevant to this finding, [36] mention that usually schools make extended day session to address the literacy needs of non-readers and teachers find afterschool instructional time more effective because they have focus and control. [37] added that students need professional supports to solve their reading difficulties.…”

Section: Implementation Of the Programmentioning

confidence: 77%

Managing the Implementation and Evaluation of the School Reading Program

Lucero¹,

Rebosquillo²,

Nieves

et al. 2019

AJESS

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Aims: Non-reading phenomenon among students is a worldwide problem. This problem continues to balloon despite the various governments’ program. This study was conducted to determine the positive and negative experiences met by the school managers during the implementation and evaluation of the reading program in their respective area. Study Design: Qualitative- phenomenology. Place and Duration of Study: Digos City, Davao del Sur, Philippines, School Year 2018-2019. Methodology: Purposive; Focus-Group Discussions; Validated Researcher-made questionnaire. Results: Nine themes surfaced from the data analysis; implementation of the program; appointment of reading coordinator; amelioration of reading teachers; initiative of school administration; availability of reading materials; involvement in SIP/AIP creation; variations on identified challenges; heartening situations; satisfaction with co-workers and DepEd personnel; and recommendations for improvement. Conclusion: Contextualization of the reading program allows learners to connect and interact with the texts. School heads need to be consistent with their policies. They need to involve the teachers concern not only those chosen few because it creates partition and conflict. Teachers’ dedication and initiative to the program is essential; however, school managers need to provide relevant materials for its smooth implementation. Further, success of any program depends on the cooperation among the implementers. Unity and understanding among workers are essential in order to achieve the purpose of any endeavor.

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Reading Comprehension Instruction for Middle and High School Students in English Language Arts: Research and Evidence-Based Practices

Cited by 6 publications

References 19 publications

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

Do Textbooks Matter for Reading Comprehension? A Study in Flemish Primary Education

To What Extent and How Are Reading Comprehension Strategies Part of Language Arts Instruction? A Study of Lower Secondary Classrooms

Managing the Implementation and Evaluation of the School Reading Program

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