A quasi-experimental design investigated the effectiveness of three reading intervention types in increasing reading comprehension, both explicit and implicit, using a sample of 78 students, approximately 17% of the population of third through fifth grades at a single-school, rural, K-12, Central Texas school district with an enrollment of…

Teachers can potentially address reading comprehension deficits in a content area, such as science, by using the students in their classrooms as resources. We examined the effects of a class-wide partner reading intervention with science reading materials on a measure of content comprehension skills. A total of 65 fourth-grade students and 61…

Tracking individual reading behaviors is a difficult task, as is carrying out real-time recording and analysis throughout the reading process, but these aims are worth pursuing. In this study, the reading rate is adopted as an indicator to identify different reading behaviors and comprehension outcomes. A reading rate tracking technique is thus…

Although several different reading fluency intervention approaches appear promising for adolescents who are struggling readers, few studies have directly compared various approaches. The purpose of this study was twofold: 1) to determine the relative effects of word-oriented, fluency-oriented, comprehension-oriented, and multi-component…

Problem: The problem of this study was to determine the difference in Bible comprehension scores among gender-based groups of older children using selected passages from three Bible translations: the Children's Bible, the Easy Bible, and the New Revised Korean Bible. Procedures: A total of 288 older children in three churches (Beautiful Baptist…

This quantitative study was developed to explore the ability to impact elementary student 21st Century online research skills with a planned classroom intervention curriculum. The repeated measures quasi-experimental study randomly assigned all 5th grade classes in a Midwestern, suburban school (n = 418) to a 12-week intervention or control…

This article reports an analysis of fifth-graders' comprehension strategy use, as it occurred within peer-led literature discussion groups, and the influence of such strategy use on students' post-discussion gains in story comprehension. Data collection occurred across nine weeks. Data sources included transcripts of discussions, transcripts of…

Over 4,000 fifth graders were involved in a study to determine the effect of teacher oral reading of test items on good and poor readers. The findings suggested that having teachers read test items aloud during standardized tests yielded higher scores for both groups than having students read for themselves. (Author/MT)

Examines the effect of self-instruction on error detection in short essays. Finds that above average readers in the self-instruction group performed significantly better than those in a control group, and that average readers displayed a similar but not statistically significant trend. (RS)

In order to investigate differences between the comprehension of high or low imagery passages of long or short length, a study analyzed the reading comprehension of fifth grade pupils (all reading at grade level). Thirty subjects read 16 passages each: four high imagery/short; four high imagery/long; four low imagery/short; and four low…

This study describes the synthesis of the cloze technique with story-mapping techniques resulting in the Cloze Story Map (CSM) and tests the immediate and long-term usefulness of CSM with both expository and narrative texts. Results are discussed. (Author/MT)

The stability of subskill scores on the Reading Comprehension Test of the Iowa Tests of Basic Skills was studied. It was concluded that the subskills are of limited use in diagnosing specific strengths or weaknesses in a student's reading comprehension skill development. (Author/GK)

Examines the effects of 2 levels of prior knowledge and 2 types of text structure on the recall and question performance of 90 fifth graders who were average readers. Finds that prior knowledge has a greater effect on question performance than on recall performance and that it only enhances the recall of one section of the text information. (MG)

The effects of subject-generated and experimenter-provided verbal and pictorial elaboration on memory of prose were investigated in a sample of 192 fifth-grade pupils. Based on scores obtained from standardized reading tests, pupils were divided into those above, and those below, grade level. Each child read a social studies textbook passage under…

Examines the effect of self-instruction training on comprehension monitoring of below-average and above-average readers. Finds that self-instruction aided both groups of students in recognizing between-sentence contradictions and that below-average readers performed as well as above-average readers on transfer measures. (RS)