The Effectiveness of Literature-Based Instruction as an Instructional Tool in Teaching Reading Comprehension to First Graders

Abstract

The purpose of this study was to examine the difference between literature-based instruction and traditional reading instruction in promoting reading comprehension among first graders. The measurement tool was DIBELS, Dynamic Indicators of Basic Early Literacy Skills. This study involved the use of a pretest/posttest design to compare data from January 2011 (before implementation of literature-based instruction) to May 2011 (after the posttest was given). Reading comprehension gains were not significant, though results could be attributable to a number of intervening factors. Further research should continue in the area of literature-based instruction given the more current research of best teaching practices and student needs.