The Impact of Reading Strategy Instruction on Student Performance
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Date
2013-05
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Masters of Education
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Abstract
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.