The Effect of Direct Instruction of Reading Strategies On the Student Achievement in the Intermediate Grades

Abstract

The purpose of this study was to determine if the direct instruction of reading strategies has an effect on the achievement of intermediate students. The study consisted of a sample of ten fifth grade students who were directly instructed reading strategies using the scaffold model in a small group setting over a four month time period. The study involved the use of a pretest/posttest design to measure the achievement. The instrument that was used was the Qualitative Reading Inventory--4. The null hypothesis was rejected because the results were statistically significant that the direct instruction of reading strategies raised student achievement. Further research is necessary to uphold the finding that direct instruction of reading strategies is the most effective teaching method for influencing student achievement.