The Effect of Explicit Reading Strategy Instruction on Second Grade Student Achievement
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2014-05
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Masters of Education
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Abstract
The purpose for this study was to ascertain whether teaching explicit reading strategies from the Primary Comprehension Toolkit by Harvey and Goudvis would impact the reading comprehension of lower achieving second grade students. The study used a t-test for independent samples, which used a pre-test and post test design comparing the reading comprehension of two select groups of second grade students. Students were selected based on teacher observations, reading group placements, and ability and effort to participate. Both groups obtained the equivalent daily reading instruction within the traditional classroom setting. The treatment group of four students received five weeks of explicit reading strategy instruction during a half-hour biweekly lunch session, which met for 30 minutes. The control group consisted of four students who received no additional reading intervention support. Reading comprehension on the second grade Houghton Mifflin Content links administered prior to intervention and afterwards, disclosed no significant differences in achievement relating the treatment and control groups. Although there were no significant conclusions, observations, anecdotal notes and additional research propose that teaching specific reading strategies may enhance reading comprehension. Educational implications and classroom propositions for future research are discussed and analyzed.