This study evaluated the feasibility of the Knowledge, Language, and Inquiry (K.L.I.) intervention, designed to support Grades 3-5 multilingual students classified as English learners (ML-ELs) in building content knowledge, language skills, and reading comprehension through inquiry-based small-group instruction. Feasibility was examined across…

The goal of this practice guide is to offer educators specific, evidence-based recommendations for teaching foundational reading skills to students in kindergarten through 3rd grade. This guide is a companion to the existing practice guide, "Improving Reading Comprehension in Kindergarten Through 3rd Grade", and as a set, these guides…

This paper presents the results of a predicative analysis led on comparison and problem-solution texts produced by pupils of the second and third grades of primary school following a set of reading and writing instructional activities. The production of those texts is of a special challenge to the young writers because of the cognitive and…

The WWC practice guide "Improving Reading Comprehension in Kindergarten Through 3rd Grade" presents a set of evidence-based practices that teachers and other educators can use to successfully teach reading comprehension to young readers. The guide, developed by a panel of experts, presents a set of evidence-based practices that teachers…

This action-research case study endeavors to enhance the summarization skills of first grade students who are reading at or above the third grade level during the first trimester of the academic school year. Students read "twin text" sources, meaning, fiction and nonfiction literary selections focusing on a common theme to help identify…

Strong reading comprehension skills are central not only to academic and professional success, but also to a productive social and civic life. These skills build the capacity to learn independently, to absorb information on a variety of topics, to enjoy reading, and to experience literature more deeply. Despite the growing demand for highly…

Studies the effects of two comprehension training methods (one based on imagery and inferencing, the other based on text structure) on various aspects of third and fifth graders' reading performance. Results indicate that neither method had a measurable impact on reading comprehension nor on metacognitive knowledge of the reading process. (RS)

Describes the benefits that storytelling can have on the development of listening and reading comprehension and the enhancement of oral and written expression. Presents an example of how storytelling was used to realize these benefits in a third-grade classroom. (MG)