The Impact of Reading Strategy Instruction on Student Performance
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Type of Work35 p.
Action Research Paper
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading comprehension -- Research.
Reading (Elementary) -- Research.
Third grade (Education) -- Research.
Education -- Research papers (Graduate)
The purpose of this study was to determine whether teaching select reading strategies from the Comprehension Toolkit would improve the reading comprehension of lower achieving 3rd grade students. The study was quasiexperimental with a posttest-only design comparing the reading comprehension scores of two groups of third grade students. Students were chosen based on their 2nd grade stanine scores in passage comprehension on GRADE. The median stanine scores ranged from 3 to 5. Both groups received the same daily reading instruction within the classroom. The treatment group of ten students received ten weeks of reading strategy instruction in a before-school class that met once a week for one hour. The control group of 11 students received no additional assistance. Comparison of median scores on the school system’s reading benchmark test, administered after treatment was delivered, revealed no significant difference in performance between the groups. Although there were no significant findings, observations and other research suggests that teaching reading strategies may improve reading comprehension. Educational implications and suggestions for future research are discussed.