The Effect of Text-to-Self Reading Strategies
on Reading Comprehension
Cathy Legg Cutright, Ph.D., Averett University
Abstract: This research practice session will focus on a research study evaluating “The Effect of
Text-to-self Reading Strategies on Reading Comprehension” scores between males and females in
two Mid-Atlantic middle schools (Cutright, 2010). The foundation of this study is built on
constructivist theories including Dewey’s pragmatist philosophy, Piaget’s developmental theory,
and Vygotsky’s zone of proximal development. Research questions focused on differences in
reading comprehension scores between male and female students in sixth-grade reading and
language-arts classes using either guided reading of text-to-self instruction or guided reading using
novels. The study involved a quantitative methodology using a pretest–posttest, quasiexperimental
design. Two-way factorial analysis of covariance (ANCOVA) was used to compute control- and
experimental-group students’ mean differences on two independent variables, reading strategies
and gender. The dependent variable was the sixth-grade WESTEST reading scores and the
covariate was the fifth-grade WESTEST reading scores (both converted to z-scores). Results of
this study indicate that sixth-grade male and female students in the text-to-self reading program
had higher levels of reading comprehension, but only the females’ gains were statistically
significant, suggesting that the problem of male literacy achievement is multifaceted.
Literature Review
The purpose of the practice session is to assist researchers, teachers in higher education, and administrators with
reading comprehension strategies and brain-based strategies for male students in middle school. Recent research
indicates that middle-school male students currently face a disadvantage in reading comprehension compared to
female students. Male students lag significantly behind female students in literacy, generally score lower on tests,
and have greater difficulty with reading comprehension than female students (Weaver-Hightower, 2003). Several
researchers, Goldberg and Roswell (2002), Gurian and Stevens (2004), and. Taylor and Lormier (2003), found that
male students have scored significantly below female students in reading in grades 4, 8, and 12. King and Gurian
(2006) stated that boys are struggling in school, with lower grades, more discipline problems, more learning
disabilities, and more difficulties with behavior than girls. Brain research in recent years has contributed great
insights into areas of the brain related to specific learning and reading comprehension. Educators and parents must
become aware of the neurological differences between male and female students (Gurian & Stevens, 2005; Jensen,
2000; King & Gurian, 2006; Sax, 2005). Female students generally outperform male students in literacy activities
involving fluency or word generation and use of verbal memory (Jensen, 2000; King & Gurian, 2006). This may be
due to differences between the male and female brains (Gurian & Stevens, 2005; Jensen, 2000; Kommer, 2006; Sax,
2005).
Objectives
This practice session will offer researchers, teachers, administrators, and policymakers strategies to cognitively
scaffold student reading comprehension while also offering a better understanding of male literacy. Upon
completion of the session, participants will be able to prepare teachers with in-service strategies to assist middle
school students with reading comprehension and strategies to address the issue of male underachievement and
attainment. Additionally, teachers and researchers in higher education will review brain-based strategies and the
need for reading connections. Participants of higher education will have learned strategies for literacy coaching for
beginning teachers in scaffolding and curriculum development. At the conclusion of the session, participants will
have learned how to address poor literacy skills connected to reading comprehension by middle school male
students and the differences between male and female students.
Description of Practice to be Exemplified
This presentation addresses the effectiveness of text-to-self reading instruction and measures comprehension
achievement (scores) of male students in sixth-grade reading and language-arts classes with and without text-to-self
reading instruction. According to Harvey and Goudvis (2000), the text-to-self reading instruction helps “good
readers make connections between the texts they read and their own lives” (p. 3). When students activate prior
knowledge with reading connections and experiences, they are able to mediate meaningful frameworks in order to
comprehend texts (Harvey & Goudvis; Levin & Presley, 1981; Tovani, 2000). According to Tovani, “understanding
how meaning is constructed from print is essential if teachers are to improve the comprehension of their students”
(p. 17).
Discussion
This presentation will offer research-based strategies for in-service training and staff development for teachers in
higher education to assist males with instructional interventions and address the disparity between male and female
students. Research suggests the problem is that more male students score below grade level in reading
comprehension because they require more cognitive scaffolding. Several researchers, Goldberg and Roswell
(2002), Gurian and Stevens (2004), and Taylor and Lormier (2003), found that male students scored
significantly below female students in reading in grades 4, 8, and 12. King and Gurian (2006) stated that boys
are struggling in school, with lower grades, more discipline problems, more learning disabilities, and more
difficulties with behavior than girls. Literacy activities and brain-based strategies for teachers in higher education
will be incorporated into the practice session.
References
Cutright, C. (2010). The effect of text-to-self reading strategies on reading comprehension. (Doctoral dissertation).
Walden University. Available from ProQuest Dissertations & Theses database. (UMI No. 3404265).
Goldberg, G., & Roswell, B. (2002). Reading, writing, and gender: Instructional strategies and classroom activities
that work for girls and boys. New York: Eye on Education.
Gurian, M., & Stevens, K. (2004). With boys and girls in mind. Educational Leadership, 62(3), 21–26. Gurian, M.,
& Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in school and in life. San
Francisco: Jossey-Bass.
Gurian, M., & Stevens, K. (2005). The minds of boys: Saving our sons from falling behind in
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to enhance understanding. York,
ME: Stenhouse
Jensen, E. (2000). Brain-based learning: The new science of teaching and training. San Diego, CA: Brain.
King, K., & Gurian, M. (2006).Teaching to the mind of boys. Educational Leadership, 64(1), 56–61.
Kommer, D. (2006). Boys and girls together: A case for creating gender-friendly middle school classrooms.
Clearing House, 79, 247–251.
Levin, J., & Pressley, M. (1981). Improving children’s prose comprehension: Selected strategies that seem to
succeed. In C. M. Stanta & B. L. Hayes (Eds.), Children’s prose comprehension: Research and practice
(pp. 44–71). Newark, DE: International Reading Association.
Sax, L. (2005). Why gender matters. New York: Doubleday.
Taylor, D., & Lorimer, M. (2003). Helping boys succeed: Which research-based strategies curb negative trends now
facing boys? Educational Leadership, 60(4), 68–70.
Tovani, C. (2000). I read it, but I don’t get it: Comprehension strategies for adolescent readers. Portland, ME:
Stenhouse.
Weaver-Hightower, M. (2003). The “boy turn” in research on gender and education. Review of Educational
Research, 73, 471–498.