Comparison of two strategies for teaching reading comprehension skills
By: Ezell, Helen K.
Contributor(s): Hunsicker, Stacie A. (et al).
Series: Education and Treatment of Children 20 (4) 1997: 365-382.Publisher: 1997Content type: text Media type: unmediated Carrier type: volume Subject(s): TEACHING STRATEGIES
| EDUCATION | EDUCATIONAL DELIVERY | EDUCATIONAL STRATEGIES | READING | LITERACY SKILLS | LITERACY | COMPARATIVE STUDIESSummary: This study compared two instructional strategies for teaching reading comprehension to fourth grade students. A peer-assisted procedure involved 25 students working in dyads to ask and to answer comprehension questions regarding a reading passage. A teacher-assisted procedure involved 23 students working alone to develop questions followed by a class discussion that focused on asking, critiquing and answering students. Both interventions taught students Question Answer Relationship (QAR) strategies. Although all students increased their reading comprehension skills, results showed no significant difference between the two groups on standardised reading assesments or performance on intervention probes. [AJ].
| Item type | Current library | Call number | Status | Date due | Barcode | Item holds | |
|---|---|---|---|---|---|---|---|
| Article Research | IHC Library | Article (Browse shelf(Opens below)) | Available (Article available on request) | 13826 |
This study compared two instructional strategies for teaching reading comprehension to fourth grade students. A peer-assisted procedure involved 25 students working in dyads to ask and to answer comprehension questions regarding a reading passage. A teacher-assisted procedure involved 23 students working alone to develop questions followed by a class discussion that focused on asking, critiquing and answering students. Both interventions taught students Question Answer Relationship (QAR) strategies. Although all students increased their reading comprehension skills, results showed no significant difference between the two groups on standardised reading assesments or performance on intervention probes. [AJ].
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