To implement Response to Intervention with intermediate-grade struggling readers, there is a need for interventions that are responsive to individual student needs, and sufficiently comprehensive to support the many dimensions of the reading process. This research examined the efficacy of such an intervention, the Interactive Strategies…

This study was conducted to ascertain if repeated reading or question generation was more effective at improving reading fluency and comprehension of fourth- through sixth-grade students with learning disabilities or reading problems. Adult tutors trained by the investigator conducted the interventions. Instructional components and training within…

Investigates the effects of an experimental set of reading lessons focusing on strategies applied to social studies textbook material. Finds that, in three of four comparisons, students receiving weekly strategy lessons were better at summarizing social studies material than were control subjects. Finds no differences between groups in terms of…

This study examined the effectiveness of reciprocal teaching during social studies instruction with several students with learning disabilities in inclusive classrooms (grades 4-6). Results indicated that all students improved their performance on comprehension measures and students with learning disabilities significantly improved their ability…

This study assessed the effectiveness of a metacognitive and reciprocal teaching approach for improving the word identification and reading comprehension skills of upper primary poor readers in a regular classroom situation. To improve word identification skills, experimental subjects were given metacognitive training in the analysis and…

Discusses research concerning the four reciprocal teaching (RT) strategies: predicting, questioning, clarifying, and summarizing as they relate to fifth-grade teachers who had exposure to constructivist thinking conducted as part of the normal school day. Finds that when teachers consistently and clearly modeled all four RT strategies, students…

This study of 67 intermediate grade students with reading difficulties found that students in a peer-mediated sustained reading condition performed better than peer-mediated repeated reading students and control students receiving typical reading instruction, on fluency but not on comprehension. No effect for the level of text difficulty was…

This study involves the collaboration of researchers with 24 teachers in a 3-year intervention study aimed at investigating and improving vocabulary knowledge and reading comprehension of fourth and fifth grade students for whom English is a second language. Cross-sectional and longitudinal data were collected on various aspects of vocabulary…