Explicit Comprehension Strategy Instruction 1
Running head: Explicit Comprehension Strategy Instruction
The Use of Explicit Strategy Instruction to Improve Comprehension Skills in Second Graders
Julie Pierangeli
EDU 690- Action Research
University of New England
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University of New England.
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Abstract
The effect of explicit strategy instruction on second graders’ reading comprehension
skills was studied. The participants of the study included sixteen second grade students and their
parents. These second grade students included three English Language Learners, three Special
Education students, five students who perform on grade level, and five students who perform
above grade level. Interviews, surveys, questionnaires, and formal and informal assessments
were utilized as the resources for this study. A detailed review was conducted to investigate
theories and findings on reading comprehension and the effects of motivation and parent
involvement in reading. The result of the research does support the findings that explicit strategy
instruction will improve reading comprehension. It also supports earlier research that there is a
correlation between motivation and parent involvement in reading. The more motivated students
are and the more involved parents are does help increase reading comprehension skills.
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Table of Contents
Abstract
2
Table of Contents
3
Introduction
6
Rationale for the Study
6
Statement of the Problem
6
Primary Research Questions
7
Hypothesis
7
Review of Literature
8
Introduction
8
The Importance of Strategy Instruction
8
Think-Alouds
8
Questioning/Predicting
9
Visualization
9
Inferring
10
Text Structure/Retelling
10
Motivation to Read
11
Parental Involvement in Reading
13
Conclusion
14
Methodology
14
Research Design
14
Data Collection Plan
15
Sample Selection
15
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Instruments
15
Results
17
Data Presentation
17
Results of the DRA
17
Results of the Independent Reading Conference Record
18
Results of the Reading Strategies Checklist
20
Results of the Reading Attitude Profile
20
Results of the Reading Interview
21
Results of the Parent Questionnaire
22
Discussion of Findings/Data Analysis
23
Limitations of Study
24
Significance/Implications/Applications
25
Further Research
26
Action Plan
26
Conclusions
30
References
32
Appendices
34
Figure 1-1: Independent Reading Conference Record
34
Figure 1-2: Reading Strategies Checklist
35
Figure 1-3: Reading Attitude Profile
36
Figure 1-4: Reading Interview
37
Figure 1-5: Parent Questionnaire
39
Figure 1-6: DRA Comprehension Results
40
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Figure 1-7: DRA Results Bar Graph
41
Figure 1-8: Reading Strategies Checklist Results
42
Figure 1-9: Reading Strategies Bar Graph
43
Figure 1-10: Reading Attitude Profile Results
44
Figure 1-11: Reading Attitude Profile Chart
46
Figure 1-12: Reading Attitude Profile Pie Graphs
47
Figure 1-13: Data Collection Matrix
52
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The Use of Explicit Strategy Instruction to Improve Comprehension Skills in Second Graders
Introduction
Rationale for the Study
Students entering second grade often demonstrate strong decoding and fluency skills, but
struggle with comprehension and reading for meaning. They tend to read a passage or story too
quickly and do not monitor if the story made sense or not. Second graders also have difficulty
applying the comprehension skills to their independent reading books and to non-fiction texts.
The objective of the action research is to determine whether explicit instruction in
comprehension strategies will improve comprehension skills. It also is to determine whether
student motivation and parental involvement influences reading comprehension. The results of
the study should help the teacher better plan their instruction and provide their students with
opportunities to practice and apply the skills they learn.
Statement of the Problem
Second grade students are formally assessed using the Developmental Reading
Assessment (DRA) and the Dynamic Indicators of Basic Early Literacy Skills (DIBELS). The
DRA gives an overall picture of how the student comprehends and uses fluency with the
passages. The DIBELS assesses the rate of fluency in a one minute time period. Each year
students are meeting the benchmarks for fluency determined by the DIBELS, but show deceased
skills in the area of comprehension on the DRA. When asked to retell the events of the passage
on the DRA, the students have difficulty sequencing the story and provide minimal details about
the story elements and events that take place. The students also demonstrate difficulty with
inferring and making mental images. This evidence clearly shows that students need to improve
their comprehension skills.
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The critical factors that affect the study include the age and developmental level of the
students. Those students that just turned seven over the summer may not be ready to apply high
level skills such as inferring to their reading. Reading ability, prior knowledge, and experience
in first grade can also affect the study. As there are three different teachers whose teaching
styles differ significantly, students come to second grade having various learning experiences in
first grade, specifically in the area of reading comprehension. Interest level and motivation also
are key factors in reading. If a student does not enjoy reading, then their ability to understand
and apply skills will be affected. Parents that are involved at home with their child’s reading can
affect how much they read and their motivation. Peer and teacher influence also affect reading
ability.
Primary Research Questions
1. Will explicit instruction with comprehension strategies improve comprehension?
2. Will second graders have the ability to apply the comprehension strategies they learn to
their independent and guided reading books?
3. Does interest level and motivation affect comprehension?
4. Are the students reading appropriate books at their level, which could affect
comprehension?
5. Does parent involvement in reading affect comprehension?
Hypothesis
Second grade students will demonstrate improvement in comprehension skills by
engaging in interactive strategy instruction and will apply these skills to their independent and
guided reading books.
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Review of the Literature
Introduction
Explicit instruction in comprehension strategies improves comprehension skills in second
graders and with guided practice they will gain the ability to apply these skills. This statement
will be supported by research about ways to improve reading comprehension through strategy
instruction using think aloud, questioning/predicting, visualizing, inferring, and text
structure/retelling. Other factors such as motivation to read and parental involvement also play a
key role in allowing students to understand the text.
The Importance of Strategy Instruction
Research shows that strategy instruction increases reading motivation. Block and
Pressley (2002), as cited in Dymock (2007), found that good comprehenders use a number of
strategies, including activating prior knowledge, monitoring comprehension, generating
questions, answering questions, drawing inferences, creating mental imagery, identifying the text
structure the writer has used, and creating summaries. They also found that comprehension
strategies should be explicitly taught and modeled. Students need practice with the strategies
with guidance and a variety of texts in order to apply them. Pressley (2006), as cited in Dymock
(2007), found that the goal is to teach a small repertoire of strategies so children can use them to
enhance comprehension.
Think-Alouds
Think alouds are an effective tool to show students how we think about our reading.
“Think-alouds make invisible mental processes visible to children” (Wilhelm, 2001, p. 26). It
allows teachers to model their thinking by showing the students what they notice, see, feel, and
ask while processing the story. Think alouds can be used to model comprehension strategies.
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This allows students to imitate and try the strategies in their own reading experiences. Being
precise is important when sharing your thinking. “What you say and how you say it becomes
what they say and how they say it” (Miller, 2002, p. 55).
Questioning/Predicting
Questioning the text is another important comprehension strategy that students need
explicit instruction in. When good readers read, they have an inner conversation with the text
and ask questions. By doing this it engages the reader and improves comprehension (Harvey,
2001). There are four steps that should be utilized to model the questioning strategy. The first is
to choose the text for questioning. Picture books work well and nonfiction stories help generate
questions and curiosity about the real world. Next, teachers should introduce the strategy by
explaining that good readers ask questions. This helps them think about the words and ideas in
the book. Then teachers can model thinking aloud and mark the text with sticky notes. Students
write what they are wondering about and place it on the page as they read. Lastly, teachers need
to allow for guided practice. Students should practice in their own independent reading books,
notice questions they have, and mark them with sticky notes. Teachers should confer with the
students and share their work.
Visualization
Sadoski, Paivio, and Paivio (2001), as cited in Guerrero (2003), found that students who
create visual images before, during, and after reading enhance their comprehension. In a study
conducted by Guerrero (2003), second grade students were asked to brainstorm what they
believed was happening in a story by looking at one picture. Then the text was read that went
along with the picture. Students found that the picture helped them with the reading. The
students were then asked to close their eyes and create a mental picture in their mind while
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listening to a portion of the story read to them. After, the students shared their mental pictures.
The students were then shown the picture that went with the story. As students read from their
books independently, they were asked to make mental images in their minds. Graphic organizers
were used to review the stories such as webbing to show connections and story maps to show
different parts of the stories. The students were also asked comprehension questions. The
results of this study showed after a four week period through running records and questioning
that 10 students out of 15 improved their reading comprehension after using the visualization
strategy.
Inferring
Inferring is a difficult skill that should be taught as early as second grade (Wilhelm,
2001). It is the process of going beyond the literal meaning of the text and arriving at
conclusions. Other strategies help us make inferences such as asking questions, making
predictions, and visualizing. Inferencing helps students to comprehend their texts. Using think
alouds helps students to understand how to use this strategy. When students make inferences
through the story element of characterization, they need to read the story, ask questions, answer
the questions, provide evidence to support the answer, and share their reasoning process.
Making inferences is a high level skill that needs to be explicitly taught in order for students to
comprehend the text.
Text Structure/Retelling
Retelling is another important comprehension strategy. It is post-reading recall where the
reader remembers what they have read orally or written. The students’ ability to retell will
determine how much scaffolding and guidance they will need. If a student has difficulty
including details and sequence, then the teacher can provide prompts to guide them. In order for
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students to retell a story, they need to understand narrative text. Narrative text structure gives
students a better understanding of stories. Dymock and Nicholson (1999), as cited in Dymock
(2007), found that many students who have a good understanding of narrative text structure have
fewer problems comprehending the text. The setting, theme, characters, plot, and resolution are
all important aspects that need to be taught. Baumann and Bergeron (1993), as cited in Dymock
(2007), found that first grade students who were instructed in these text structures using story
maps had better comprehension than students who were not. By instructing narrative text
structure, students will have a better understanding of stories. With this understanding, they will
be able to retell the story. A study conducted by Crowe (2005) compared the effectiveness of
two different types of oral reading feedback strategies, which were decoding-based feedback and
CRS- a meaning based feedback approach. The results showed that CRS was more effective
than the decoding based feedback to improve oral reading comprehension. The four students in
the CRS group showed significant greater gains in reading comprehension than the traditional
group. This group recalled more story details, with better recall over a longer period of time.
Motivation to Read
Student motivation and interest also play a key role in improving comprehension. There
are a number of factors that contribute to reading motivation, which include self-concept, choice,
time spent talking with books, and types of texts available. When students feel good about
themselves they are more likely to be engaged in reading. Worthy and McKool (1996), as cited
in Gambrell and Marinack (2009), found that allowing students to make choices about their
reading material increases their engagement in reading. Conducting read alouds and discussions
allows teachers to model comprehension strategies. This provides students with a deeper
understanding of the text. This will also help them apply these skills when they read
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independently. Providing a balanced book selection with informational titles and a variety of
materials helps to improve engagement in reading. Thus, when students are motivated and
engaged in reading, they will be more likely to better comprehend what they are reading. It is
also important to provide a balanced reading program. This will help motivate students and
increase comprehension skills. Students should be explicitly taught comprehension strategies
and then given opportunities to practice the learned skills in authentic situations. A good reading
program combines direct, focused instruction on selected aspects of the reading process with
plenty of time for reading for pleasure and information.
A study was conducted to learn the influence of stimulating tasks on reading motivation
and comprehension. Guthrie and Wigfield (2006) proposed that engagement in reading involves
interactions with the text that are motivating and strategic. “When students are engaged in
reading, they comprehend better and have stronger reading outcomes than when they are not
engaged.” (Guthrie and Wigfield, 2006, p. 232). They also proposed that reading motivation
predicts children’s amount of reading, which predicts reading comprehension. This shows how
important reading motivation is for reading comprehension. There are several ways that teachers
can increase students’ motivation to read including providing goals for reading, supporting
student independence, providing interesting texts, encouraging social interactions during reading,
and using hands-on activities. The study focused on hands-on activities/stimulating tasks such as
science observations and experiments to increase reading comprehension. The results showed
that students with a high number of stimulating tasks increased their reading comprehension
more than students who had few stimulating tasks. Thus, stimulating tasks in reading increased
situational interest, which increased longer term intrinsic motivation and reading comprehension
(Guthrie, Wigfield, Humenick, Perencevich, Taboada, Barbosa, 2006).
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Parental Involvement in Reading
It is very important for parents to be involved in their child’s education especially
reading. Research shows that parental involvement increases comprehension. In a study
conducted by Adunyarittigun (1997), as cited in Gonzalez-DeHass, Willems, and Holbein
(2005), examined the effects of a parent volunteer program on students’ self perceptions as
readers and their motivation to read was investigated. Ten students achieving below grade level
and low motivated participated in the study. The volunteer parents assisted the students with
reading, word identification, comprehension, and reading projects. They also listened to students
read, gave assistance when needed, and provided encouragement. The results of the study
showed that students gained greater confidence as readers, their motivation to read increased,
and they became more involved in literacy activities. The parents were viewed as role models
and provided them with self-confidence. In another study conducted by Koskinen (2000), as
cited in Gonzalez-DeHass, Willems, and Holbein (2005), the role of parent involvement in the
home environment was examined. First grade students were placed in four different
environments, which included book-rich classroom, book-rich classroom and daily rereading of
books at home, book-rich classroom and daily rereading of books with audiotapes at home, and
regular reading instruction at school. The results showed that reading comprehension was
improved in the book-rich classrooms and rereading books at home increased students’ reading
motivation and encouraged parental involvement. Parents reported that their child’s interest,
enjoyment, and motivation to read had increased. This study shows the importance of parent
involvement and the relationship with reading and motivation.
In a final study conducted by Aikens and Barbarin (2008), examined the extent to which
family, school, and neighborhood affect early reading. The results showed that the relation
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between SES and initial reading competence is related to home literacy environment, number of
books available at home, parental involvement in the school, and parental strain and warmth.
School and neighborhood contributed more than family characteristics in learning rates in
reading. Thus, there are several factors that make up children’s reading achievement especially
SES.
Conclusion
According to research explicit instruction with comprehension strategies will help
students improve their comprehension skills. Specific strategies such as think alouds,
questioning, inferring, and retelling will give students a better understanding of the text they are
reading. Through guided practice, students will be able to apply these skills independently in
their self selected and guided reading books. Motivation to read and parental involvement also
contribute to better reading comprehension according to research.
Methodology
Purpose/Research Design
The purpose of the data collection was to analyze whether explicit instruction in
comprehension strategies would improve comprehension. When the students enter second grade,
their comprehension skills are lower than their decoding and fluency skills. Students are reading
the words on the page, but not understanding what they are reading. When they are asked to
explain the story in their own words, they have difficulty and only provide minimal details.
Evidence of this weakness in second graders is found from the results of the DRA’s in first
grade. A combination of both qualitative and quantitative data was collected from a variety of
sources to examine whether explicit instruction will improve comprehension skills. These
sources include the Developmental Reading Assessment (DRA), Independent Reading
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Conference Record, Observations, Reading Strategies Checklist, Reading Attitude Profile,
Reading Interview, and Parent Questionnaire.
Data Collection Plan
Data will be collected over a four week period. Students will first be assessed in their
reading comprehension using the Developmental Reading Assessment (DRA). The students will
be taught one reading comprehension strategy each week, which includes questioning/predicting,
visualizing, text structure/retelling, and inferring. Throughout the four weeks, the students will
also be observed and have reading conferences. The students will also be given a reading
strategy checklist to complete along with a reading attitude profile.
The students will be
interviewed to learn their interests in reading. The parents will be given a questionnaire.
Sample Selection
The respondent group is a self-contained classroom of 16 second grade students. Three
students are English Language Learners. Three students receive Special Education Services for
reading and mathematics. Five students perform on grade level and five students perform above
grade level. The other respondent group is the parents of the second grade students who will be
completing the Parent Questionnaire.
Instruments
Developmental Reading Assessment (DRA)
The Developmental Reading Assessment is a useful reading tool where students read a
passage silently and orally and are asked to retell the story in their own words. Students are
assessed on their accuracy rate, comprehension level, and phrasing and fluency. For this
research project, comprehension level is closely examined.
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Independent Reading Conference Record / Observations
The Independent Reading Conference Record was given each time the students were
given a conference during their independent reading time. This was to check whether the
students were choosing just right books at their independent level and if they were utilizing the
strategies before, during, and after they were reading. (Figure 1-1)
Reading Strategies Checklist
This data source provided information about background knowledge the students have for
specific strategies, which include making a mental picture, predicting, asking questions,
rereading, commenting on the story, personalizing the story, and making inferences. The
students used this checklist during the four week study to remind themselves to utilize the
strategies while they were independently reading. The students were asked to complete this after
the four weeks to show which strategies they were now consistently using. (Figure 1-2)
Reading Attitude Profile & Reading Interview
The Reading Attitude Profile showed how the students feel about reading at school, at
home, during the summer, instead of playing, reading out loud, and reading with friends. With
these data, appropriate books were matched to the students. The Reading Interview was given to
provide information about how students choose books to read, what they do when they do not
know a word, and learn their interests. (Figure 1-3 & Figure 1-4)
Parent Questionnaire
This final data source provided insight into how much the parents are involved with their
child’s reading at home and whether they read aloud to them on a regular basis. It also helped to
see their child’s attitude toward reading at home. (Figure 1-5)
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Results
Data Presentation
Results of the Developmental Reading Assessment (DRA)
The initial DRA results were useful in obtaining a baseline reading level of each student.
It also showed the comprehension level and their areas of weakness, which included predicting,
retelling, and inferring. With this information specific comprehension strategies were taught
over a four week period including predicting/questioning, visualizing, text structure/retelling,
and inferring. Students were also matched with appropriate books for independent reading time.
For instance two students read DRA level 20, which is a guided reading level K. Thus, the
students were given the opportunity to choose books in the classroom library in the level J book
baskets since this is their independent reading level. After completing the four weeks of data
collection, students were given a post DRA to show the progress they had made with their
comprehension.
The final results of the Developmental Reading Assessment show that after a four week
period fourteen students’ comprehension level increased, one student’s comprehension level
remained the same, and one student’s comprehension level decreased. This student read one
level higher than their initial assessment. Fifteen students remained at the same DRA level.
These fifteen students were asked to reread the same passage as the initial DRA given. The
students were asked to make a prediction about the story by looking at the illustrations and then
after reading aloud they were asked to retell the story in their own words. The students were
assessed on how well they told the events in sequence, included important details, referred to
characters or topics by specific name, responded with literal or higher level thinking, provided
responses to teacher questions and prompts, and whether they required prompting during the
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retelling. The rubric was on a 1-4 scale for a total of 24 points. The average comprehension
level for the 16 students before the study was conducted was 78% and the average
comprehension level after the four week period was 88%. The class increased their
comprehension level by 10% during the four week period. The results also show that the
students still have difficulty with inferring and higher level thinking skills. (Figure 1-6 & Figure
1-7)
Results of the Independent Reading Conference Record/ Observations
During the four week period, a specific comprehension strategy was explicitly instructed.
Week 1 focused on predicting/questioning before and during reading. Week 2 focused on
Visualizing during reading. Week 3 focused on narrative text structure and retelling for after
reading. The last week focused on inferring. The reading workshop was broken up into a 90
minute block. On Monday, the specific strategy was instructed during a whole class lesson
lasting 30 minutes. For the next 60 minutes students worked in guided reading groups to
practice the strategy and to independently read using the strategy. Each day the rest of the week,
the workshop began with a whole class review of the strategy with a read aloud and shared
reading and application of the strategy. The Independent Reading Conference Record provided
information about whether the students were able to practice and apply the comprehension
strategy to their independent reading books. During week one, the results showed that 12/16
students were practicing and applying the strategy predicting/questioning before and during
reading. The students were writing in their reading response journals what they thought would
happen in the story and they were using sticky notes to help them ask questions as they read and
predict future events in the story. The four students that were not making predictions were
pulled into a guided reading group to further discuss and practice this strategy. All four of these
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students had chosen books that were too difficult for them thus making it very hard for them to
make predictions and ask themselves questions as they read. During week two, after
conferencing with students and using the Independent Conference Record all 16/16 students
were visualizing during reading. The students were asked to make responses in their reading
response journals using prompts such as “visualize the scene”, “the scene that I see most is…”,
“the main character looks like…”, the setting looks like…,” Also the four students who had
difficulty choosing a just right book were now reading books appropriate to their level. During
week three the students focused on narrative text structure and retelling. The students used story
maps to help them identify the characters, setting, problem, and solution. For retelling, the
students were given an instructional chart which states, “ To retell part of the story, try… putting
the story into your own words, saying the ideas in the order they happened in the story, including
all the most important events and ideas, using the book to help you remember events or ideas.”
During the conferences, all 16/16 students were able to identify the story elements in their
independent reading books using the story maps, but when it came time to retell the story in their
own words, 10/16 students had difficulty and left out key details and sequenced the story out of
order. These six students were grouped together in a guided reading group to continue to
practice this strategy. All the students were paired to read together from their independent books
and practice retelling to their partner. The students also did “book talks” to retell the story to the
class. During week 4, the students were instructed in inferring. After conferencing with the
students, the results showed that 10/16 students were able to make inferences in their
independent reading books. In their reading response journals, the students were asked to
respond to the prompts “How do you think the main character felt when…?, Why did the
character do that?, If you were in that situation, what would you do? Why do you think the
Explicit Comprehension Strategy Instruction 20
author wrote this book? The six lower readers who had difficulty with inferring were placed in a
guided reading group to review and practice this important skill.
Results of the Reading Strategies Checklist
The results of the reading strategy checklist show that the students were utilizing the
strategies more after the study was conducted. For the strategy, “Make a picture in your mind”
31% of the students used the strategy before the study and then after four weeks 100% of the
students were utilizing this strategy. For the strategy, “Predict from the pictures and titles” 50%
were using this strategy before and then 100% utilized this strategy after. For the strategy “Ask
questions as you read” only 31% used this before and then 87% used this strategy after. For the
strategy, “Go back and reread when it doesn’t make sense” 43% used this strategy before and
then 62% used it after. For the strategy, “Comment on the ideas in the story” only 31% used this
strategy before and then 62% after. For the strategy “Personalize the story for yourself” 81%
used this strategy before and then 100% utilized it after. For the strategy, “Make inferences
(predictions) as you read” only 25% used this strategy before 62% did after. (Figure 1-8 &
Figure 1-9)
Results of the Reading Attitude Profile
The Reading Attitude Profile provided information regarding the students’ attitude
toward reading. Students were given 10 questions and had to rate their feelings using the words
excited, good, O.K., and Bad. The results showed that for question 1, “How do you feel when
you read a book in school?” 37% feel excited, 31% feel good, 25% feel O.K. and 6% feel bad.
For question 2, “How do you feel about reading at home?” 62% feel excited, 18% feel good,
18% feel O.K., and 0 feel bad. For question 3, “How do you feel about reading during the
summer?” 18% feel excited, 62% feel good, 12% feel O.K., and 6% feel bad. For question 4,
Explicit Comprehension Strategy Instruction 21
“How do you feel about reading instead of playing?” 18% feel excited, 37% feel good, 37% feel
O.K., and 6% feel bad. For question 5, “How do you feel about spending free time reading?”
18% feel excited, 37% feel good, 37% feel O.K., and 6% feel bad. For question 6, “How do you
feel about starting a new book?” 43% feel excited, 31% feel good, 18% feel O.K., and 6% feel
bad. For question 7, “How do you feel about reading different types of books?” 25% feel
excited, 50% feel good, 18% feel O.K., and 6% feel bad. For question 8, “How do you feel
when you explain what a story is about?” 18% feel excited, 56% feel good, 12% feel O.K. and
12% feel bad. For question 9, “How do you feel when you read out loud in class?” 12% feel
excited, 50% feel good, 18% feel O.K., and 18% feel bad. For question 10, “How do you feel
when you read with a friend?” 62% feel excited, 37% feel good, 0 feel O.K., and 0 feel bad.
(Figure 1-10, Figure 1-11, Figure 1-12)
Results of the Reading Interview
The results of the Reading Interview were very useful in understanding how students
respond to reading and what interests them. Knowing the students’ interests helps to match them
with just right books. The students were asked ten questions and the teacher recorded their
responses. For the first question “How do you choose something to read?” each student gave a
variety of answers, which included looking at the pictures, looking at the words on the page,
reading the title of the book, a book with a familiar author, if a friend was reading it, and an
interesting topic. The second question “How do you get ready to read?” 13/16 students stated just
opening up the book and reading while 3/16 students responded with making a prediction prior
to reading. Question 3, “Do you look at the pictures before you read?” 16/16 students responded
yes. For question 4, “Where do you read at home?” each student gave a variety of answers,
which included in their bedroom, in the kitchen, in the living room, in their computer
Explicit Comprehension Strategy Instruction 22
room/office. For question 5, “Do you read with a family member?” 14/16 students responded
yes. For question 6, “When you come to a word you don’t know, what do you do?” 7/16
students responded by saying they go back and reread, 10/16 students skip the word, 2/16
students stated they did not know what to do. For question 7 “What do you do to help you
remember what you have read?” and question 8 “How do you check for reading?” the students
did not know how to answer these questions. For question 9, “My favorite books are:” many
responses included Nate the Great series, Magic Tree House series, Arthur series, Junie B. Jones
series, Amelia Bedelia series, and nonfiction books such as dinosaurs and animals. For question
10, “My favorite authors are:” answers included Marc Brown, Tomie dePaola, Kevin Henkes,
Jan Brett, Dr. Seuss. For question 11, “I find reading easy/hard because…” 5/16 students found
it easy because they are able to read the words and understand the meaning of the story. 6/16
students felt reading was medium hard because sometimes they choose books that are too hard
for them. 5/16 students feel reading is hard because they do not understand what the story is
about, can not figure out the words, and do not like reading. For the last question “I think we
should learn to read because…” a variety of answers were given including to make them smarter,
to help them when they grow up, to give them a good job, to help my younger sister, to make my
parents and teachers proud of me.
Results of the Parent Questionnaire
The results of the Parent Questionnaire demonstrate all but two parents being actively
involved in their child’s reading at home. For the first question, “My child’s feelings about
reading are:” 13/16 parents reported that their child has positive feelings about reading and enjoy
reading at both school and home. The other three parents reported their child does not like
reading at home and would rather play or watch television. For the second question “My child’s
Explicit Comprehension Strategy Instruction 23
reading habits at home are:” a variety of answers included reading in front of the television,
reading at their computer, reading in their bed, reading before dinner, reading before bedtime,
spending free time reading, listening to books on tape, reading with their sibling. For the third
question, “My child is interested in these types of books…” parents reported their child enjoys
books about trucks, dinosaurs, animals, cartoon characters, Arthur series, Junie B. Jones, Amelia
Bedelia, Nate the Great, Cam Jansen. For the fourth question, “My child’s strengths in reading
are:” parents reported sounding out the words, reading out loud, listening to stories, recalling
important facts, adding expression in their voice, illustrating pictures about the book, reading to a
younger sibling. For the fifth question, “Things I wish my child could improve on in reading
are:” parents reported going back and rereading when they did not understand, choosing more
challenging books, asking questions, slowing down when they read out loud, spending more time
reading rather than playing or watching T.V. For the sixth question, “Does your child enjoy
being read to at home?” 16/16 parents reported their child likes being read to at home. For the
last question, “Would you be willing to participate in a home reading program?” 14/16 parents
reported yes and 2/16 parents reported maybe.
Discussion of Findings/Data Analysis
After analyzing the data, the second grade students were able to increase their
comprehension skills over a four week period through explicit instruction in the comprehension
strategies questioning/predicting, visualizing, text structure/retelling, and inferring. The data
shows a 10% increase in their comprehension skills. Although 15/16 students did not increase
their DRA reading level, the students were asked to reread the same passage. This is an
important comprehension strategy that they need to learn and practice. By rereading, the
students gained ownership of the passage and had better understanding of the text structure and
Explicit Comprehension Strategy Instruction 24
added more details. One week was spent on each strategy to teach, model, and practice.
Through conferencing during reading workshop, the results also show that the students were able
to apply questioning/predicting, visualizing, and text structure to their independent reading
books. The six lower readers had difficulty with retelling and inferring independently and will
need continued teacher guidance and practice. After having the students fill out the Reading
Strategy Checklist the results also indicate that 100% of the students use “make a picture in your
mind”, “predict from the pictures and titles”, and “personalize the story for yourself” after this
study was completed. It is important that the students are further instructed with the strategies
rereading and commenting on the ideas in the story since only 62% of the students were able to
utilize this strategy at the end of the study. The results also show a strong correlation between
reading attitude, interest, and parent involvement in improving reading comprehension. The
students that demonstrated a positive attitude toward reading tended to have higher
comprehension levels and improvement. Also, those students who had limited involvement at
home also demonstrated lower comprehension levels. It is important that the students are given
opportunities to continue to practice these skills in order to become independent with them.
Limitations of Study
During this action research project, time was a major limitation of the study. Students
were explicitly taught one comprehension strategy each week for a total of four weeks. The
results of the research show that the students required increased time to practice retelling and
inferring since only 62% of the students were able to independently apply these strategies to their
independent reading books. One week was not enough to learn, practice, and apply the skill.
Thus, for future lessons in comprehension strategies, the students will be given two or more
weeks to learn and practice a strategy before moving on to the next one.
Explicit Comprehension Strategy Instruction 25
Significance/Implications/Applications
The significance of the study shows that students really need to understand what they are
reading because it affects other content areas such as mathematics, science, and social studies. If
they are reading a nonfiction text, but have difficulty with specific vocabulary such as
metamorphosis, hibernate, or camouflage, they will struggle with the unit on frogs. Also,
problem solving is extremely important in math and if students are unable to take meaning out of
a word problem, then they will be unable to solve it. These comprehension strategies need to be
taught at an early age in order for students to build upon their skills and continue to grow and
learn in the upcoming grades. This is building background knowledge for their future. It is
essential that key concepts are pre-taught to students to help them better understand. This study
has shown how important it is to teach throughout the reading process (before, during, and after),
not just after reading. Students need skills prior to reading such as predicting, making
connections, questioning. During reading students should continue to make predictions, ask
questions, make connections, and visualize as they read. After reading, students need to be able
to retell what they have just read and identify the text structure. They need to dig deeper and
think beyond the superficial layer and infer what is happening in the story. Also, creating
summaries shows their higher level thinking skills.
Key questions have also arisen during this study that needs further investigation. Why
are the higher level students better able to grasp the higher level thinking skills such as inferring?
Is it because they have prior knowledge and experience with these skills or they are more
developmentally ready to utilize and apply these skills. Also, English Language Learners seem
to struggle the most with comprehension and reading at a literal level. Is this due to their culture
and lack of background knowledge? What they learn at home is entirely different from what
Explicit Comprehension Strategy Instruction 26
they are learning in school. Their lack of experiences with key concepts really affects their
ability to comprehend. For some of these students they may not have ever seen a frog before so
these students require increased pre-teaching, modeling, practice, and hands-on visual activities
in order for them to grasp this concept. This study has focused on a whole class of 16 students
and it will be important to look at each of these students and analyze their backgrounds,
experiences, prior knowledge, abilities, interests and culture to really get a clearer picture of
what comprehension strategy works well and which strategy they still struggle with.
Further Research
Since students enter second grade with diverse reading abilities, prior knowledge,
experiences, and interests, it will be important to determine which strategies may benefit certain
populations of students. English Language Learners are a growing group of students in many
districts throughout the country. By conducting further research, it would be helpful to see if
these students respond to one strategy over another. Because they are acquiring the language, it
is not only important that they can decode words, but also understand what they are reading.
Also, it would be interesting to research whether high level students grasp concepts such as
inferring more easily than struggling students.
Action Plan
Rationale for Proposing Action
When students enter second grade, many of them have strong decoding and fluency
skills, but lack reading comprehension skills. These students are correctly decoding the words
on the page, but are not reading for meaning or monitoring for mistakes. It is vital that students
learn these strategies to help them understand what they are reading not only in fiction books, but
in the other content areas such as science and social studies. Often times when students struggle
Explicit Comprehension Strategy Instruction 27
with reading they have a negative outlook and are not motivated to practice this important skill.
The action plan will help the students increase their comprehension skills with evidence provided
by the Developmental Reading Assessment (DRA) and it will also help them improve their
attitude and motivation toward reading.
Description of Action Plan
Remainder of the 2009-2010 school year:
1.) Meet with the other second grade teachers to share the action research project and
analyze the results of the comprehension strategies on the students’ comprehension
levels.
2.) Each teacher will share strategies and activities used already in their classrooms and
identify key strategies that should be taught to second graders throughout the year.
3.) Continue to teach comprehension strategies that students had difficulty with during
the project including retelling and inferring.
4.) Continue to increase student motivation in reading.
5.) Continue to involve parents with the home reading program to maintain a strong
home/school connection in reading.
Continued Strategy Instruction
Since 6/16 students had difficulty with retelling, this important strategy will continue to
be instructed. Teacher modeling through read aloud during the whole class, guided and
independent reading. Students will work with partners to practice retelling to their buddies.
Second grade students will be paired with fifth graders to provide role models in reading and
have opportunities to practice. Students will continue with book talks in front of the class.
Explicit Comprehension Strategy Instruction 28
The results showed the other important strategy the students had difficulty with was
inferring. Since the students were given only one week to learn and practice this skill, it
demonstrates the importance of allowing increased time and practice to master such a high level
skill for second graders. Inferring will be further broken down and taught over a five week
period. The first week lesson will focus on teaching the students inferring at the word level.
“Readers determine meanings of unknown words by using their schema, paying attention to
textual and picture clues, rereading, and engaging in conversations with others” (Miller, 2002).
The book Where Are You Going, Manyoni? By Catherine Stock will be used to introduce this
lesson. For the second week, the lesson will focus on helping students draw conclusions and
form interpretations of text. “Readers use their prior knowledge and textual clues to draw
conclusions and form unique interpretations of text” (Miller, 2002). The poetry book titled,
Creatures of the Earth, Sea, and Sky by Georgia Heard will be utilized. For the following week,
the book How Many Days to America? by Eve Bunting will be taught. “Readers know to infer
when the answers to their questions are not explicitly stated in the text” (Miller, 2002). For the
fifth week, the story Miss Maggie by Cynthia Rylant will be read to help the “readers create
interpretations to enrich and deepen their experience in a text.” Each week, the students will be
practicing these skills in their independent reading books. After focusing on inferring, the
comprehension strategies summarizing, synthesizing information, and determining the
importance of nonfiction will be taught for the remainder of the school year.
Student Motivation and Interest
The next plan that will be taken is increasing student motivation during reading since the
results show that positive attitudes yield higher comprehension skills. According to the Student
Attitude Profile, 62% felt excited and 38% felt good about reading with a friend. Since this is a
Explicit Comprehension Strategy Instruction 29
strong motivator for students, buddy reading will be part of the daily reading workshop.
Students will be paired with a student to practice the comprehension strategies in their
independent reading books. Students will also have opportunities for choice center time where
they can choose to listen to books on tape, practice skills on the computer, practice word study
skills. Choice is a strong motivator. It will also be important to keep allowing students to
choose books at their reading level. They will continue to be motivated if they are allowed to
read books that interest them. From the Reading Interview many of their favorite titles are in the
classroom library so these will be provided.
Parental Involvement
For parent involvement, they will be asked to continue with the home reading program
and reinforce the comprehension strategies before, during, and after their child reads. Another
way to involve the parents is to have them volunteer in the classroom during reading workshop.
Parents will be asked to read with students and they will be practicing retelling their independent
books to them. They also will be playing inferring games to practice this important strategy. To
keep the students motivated and interested, each Friday there will be a mystery reader who will
come in and read to the class.
Plan for 2010-2011 school year:
1.) Begin DRA assessments on each student to get a baseline comprehension level.
2.) Teach one strategy each month to allow ample time for the students to practice and
master each skill.
a.) September- Connections (text-to-self), (text-to-text), (text-to-world)
b.) October- Predictions
c.) November- Questioning
Explicit Comprehension Strategy Instruction 30
d.) December- Visualizing
e.) January- Text Structure
f.) February- Retelling
g.) March- Inferring
h.) April- Summarizing
i.) May- Connecting content areas/nonfiction
j.) June- Review and practice all strategies
3.) Also examine which strategies work best with certain student populations
(English Language Learners, Special Education Students)
Collect and analyze data
4.) Maintain strong home/school connections in reading
a.) home reading program
b.) parent volunteers
c.) parent workshops
5.) Maintain motivation and interest in students
a.) buddy reading
b.) peer reading with 5th graders
Conclusions
The use of explicit strategy instruction does indeed improve reading comprehension in
second graders. By focusing on one strategy at a time, teachers can introduce, model, and
demonstrate how a strategy can be applied to their students’ own reading experiences. This
research process has shown that students require multiple opportunities to practice these
strategies in order to master the skill. Conducting this action research benefited both the students
Explicit Comprehension Strategy Instruction 31
and teachers. Students are able to participate and reflect on their interests, strengths, and
weaknesses as readers. They are able to utilize the skills the teacher provides them and
demonstrate their knowledge. Teachers gain an extreme amount of insight into their students by
learning about their learning styles, interests, and abilities. They take this knowledge and put it
into action by creating lessons and activities that each student can experience and succeed with.
By sharing the results of the research, teachers can learn from one another and provide more
ideas and strategies that work. The ultimate goal of this action research has been to make
changes and improve an area where students are having difficulty, which is reading
comprehension.
Explicit Comprehension Strategy Instruction 32
References
Aikens, N. L., & Barbarin, O. (2008). Socioeconomic Differences in Reading Trajectories:
The Contribution of Family, Neighborhood, and School Contexts. Journal of
Educational Psychology, 100(2), 235-251.
Carrier, K.A. (2006). Improving Comprehension and Assessment of English Language
Learners Using MMIO. Clearing House: A Journal of Educational Strategies, Issues
and Ideas, 79, 131-136.
Colorado, C. (2007). Reading Comprehension Strategies for English Language Learners.
Retrieved September 13, 2009, www.readingrockets.org/article/14342.
Crowe, L. (2005). Comparison of Two Oral Reading Feedback Strategies in Improving
Reading Comprehension of School-Age Children with Low Reading Ability.
Remedial and Special Education, 26(1), 32-42.
Dymock, S. (2007, October). Comprehension Strategy Instruction: Teaching Narrative Text
Structure Awareness. The Reading Teacher. pp. 161-167.
Gambrell, L., & Marinak, B. (2009). Reading Motivation: What the Research Says. Retrieved
September 13, 2009, www.readingrockets.org/article/29624.
Gonzalez-DeHass, A., Willems, P., & Doan Holbein, M. F. (2005). Examining the
Relationship Between Parental Involvement and Student Motivation. Educational
Psychology Review, 17(2), 99-123.
Guerero, A. M. (2003). Visualization and Reading Comprehension. Office of Educational
Research and Improvement. pp. 1-15.
Explicit Comprehension Strategy Instruction 33
Guthrie, J. T., Wigfield, A., Humenick, N. M., Perencevich, K.C., Taboada, A., Barbosa, P.
(2006). Influences of Stimulating Tasks on Reading Motivation and Comprehension.
The Journal of Educational Research, 99(4), 232-244.
Harvey, S. (2001, May-June). Questioning the Text. Instructor. pp. 16-18.
Miller, D. (2002). Reading With Meaning. Portland: Stenhouse Publishers.
Wilhelm, J.D. (2001, November-December). Think-Alouds: Boost Reading Comprehension.
Instructor. pp. 26-28.
Explicit Comprehension Strategy Instruction 34
Appendices
Figure 1-1: Independent Reading Conference Record
Independent Reading Conference Record
Student’s Name __________________________
Date _________________________
Book Selection for Reading Assessment
Book Title _____________________________
Child Selected _____________
Teacher Selected ____________
Wide Reading
*May I see your reading log list? (comment of books read)
Book List: Limited _____ Adequate ______ Extensive ________
Comments:
How do you choose a book to read?
What is one of your favorite books? Why?
What are you reading now?
What do you think you will choose to read next? Why?
Constructing Meaning/Retelling
*Tell me about the book you have selected for this conference.
Student discusses: Story idea _____ major events _______ characters _____ ending ___
Prompting may be used to elicit additional information.
Prompted with additional questions ________ No additional Prompting _______
Inference: Good _______ Fair ______ Needs Work __________
*Why do you think the author wrote this book?
*Would you recommend this book? Why or why not?
Silent/Oral Reading/Use of Strategies
*Find a passage in your book to read aloud. Read it to yourself first.
Estimated accuracy 95-100% _______ 90-95% ________ less than 90% _________
Do miscues interfere with meaning? Yes______ No ________
Rate: Slow _______ Adequate _________
Fluency: (Intonation, phrasing, repetitions) fluent ________ some fluency ________
not fluent __________
Observation of student strategies: (questions, predictions, visualizing)
Comments:_______________________________________________
*Tell me in your own words about what you have just read.
Comment on reading and retelling _____________________________
Appropriateness of Selection:
Appropriate ___________ Too Easy __________ Too Hard __________
Planned Interventions:
Explicit Comprehension Strategy Instruction 35
Figure 1-2: Reading Strategies Checklist
Reading Strategies Checklist
When reading do you…
Make a picture in your mind.
Predict from the pictures and title.
Ask questions as you read.
Go back and reread when it doesn’t make sense.
Comment on the ideas in the story.
Personalize the story for yourself.
Make inferences (predictions) as you read.
Explicit Comprehension Strategy Instruction 36
Figure 1-3: Reading Attitude Profile
Reading Attitude Profile
Name: _____________________________________
How do you feel…
1. when you read a book in school?
Excited
Good
O.K.
Bad
O.K.
Bad
2. about reading at home?
Excited
Good
3. about reading during the summer?
Excited
Good
O.K.
Bad
4. about reading instead of playing?
Excited
Good
O.K.
Bad
5. about spending free time reading?
Excited
Good
O.K.
Bad
6. about starting a new book?
Excited
Good
O.K.
Bad
7. about reading different types of books?
Excited
Good
O.K.
Bad
8. when you explain what a story is about?
Excited
Good
O.K. Bad
9. when you read out loud in class?
Excited
Good
O.K. Bad
10. when you read with a friend?
Excited
Good
O.K.
Bad
Explicit Comprehension Strategy Instruction 37
Figure 1-4: Reading Interview
Reading Interview
Name: _________________________________ Date: ______________________
1. How do you choose something to read?
2. How do you get ready to read?
3. Do you look at the pictures before you read?
4. Where do you read at home?
5. Do you read with a family member?
6. When you come to a word you don’t know, what do you do?
7. What do you do to help you remember what you have read?
8. How do you check for reading?
Explicit Comprehension Strategy Instruction 38
9. My favorite books are:
10. My favorite authors are:
11. I find reading easy/hard because…
12. I think we should learn to read because…
Explicit Comprehension Strategy Instruction 39
Figure 1-5: Parent Questionnaire
PARENT QUESTIONNAIRE
Please fill out this form and send it to school with your child on the first day. This information will be helpful to me
in order to better understand your child’s learning style and general background.
Child’s name __________________________________________________________
Parent’s name _________________________________________________________
Parent’s email address ___________________________________________________
My child’s feelings about reading are:
My child’s reading habits at home are:
My child is interested in these types of books…
My child’s strengths in reading are:
Things I wish my child could improve on in reading are:
Does your child enjoy being read to at home?
Would you be willing to participate in a home reading program?
Explicit Comprehension Strategy Instruction 40
Figure 1-6: DRA Comprehension Results
DRA Comprehension Results
Students
Initial DRA
Level
Comprehension
Level
Post DRA Level
Comprehension
Level
1
Level 14
15/24 = 62%
Level 14
18/24 = 75%
2
Level 16
19/24 = 79%
Level 16
21/24 = 87%
3
Level 18
18/24 = 75%
Level 18
20/24 = 83%
4
Level 18
14/24 = 58%
Level 18
18/24 = 75%
5
Level 18
16/24 = 66%
Level 18
18/24 = 75%
6
Level 18
16/24 = 66%
Level 18
19/24 = 79%
7
Level 20
20/24 = 83%
Level 20
23/24 = 95%
8
Level 20
21/24 = 87%
Level 20
24/24 = 100%
9
Level 24
17/24 = 70%
Level 24
20/24 = 83%
10
Level 24
21/24 = 87%
Level 24
24/24 = 100%
11
Level 24
22/24 = 91%
Level 24
24/24 = 100%
12
Level 28
19/24 = 79%
Level 28
22/24 = 91%
13
Level 28
22/24 = 91%
Level 28
24/24 = 100%
14
Level 30
17/27 = 70%
Level 30
21/24 = 87%
15
Level 30
21/24 = 87%
Level 30
21/24 = 87%
16
Level 30
24/24 =100%
Level 32
22/24 = 91%
Explicit Comprehension Strategy Instruction 41
Figure 1-7: DRA Results Bar Graph
DRA Results Bar Graph
Comprehension Level
100%
90%
80%
Percentage
70%
60%
Before
50%
After
40%
30%
20%
10%
0%
1
2
3
4
5
6
7
8
9
Students
10
11
12
13
14
15
16
Explicit Comprehension Strategy Instruction 42
Figure 1-8: Reading Strategies Checklist Results
Reading Strategies Checklist Results
Strategies
Before
After
Make a picture in your mind
5/16 = 31%
16/16 =100%
Predict from the pictures and
titles
8/16 = 50%
16/16 = 100%
Ask questions as you read
5/16 = 31%
14/16 = 87%
Go back and reread when it
doesn’t make sense
7/16 = 43%
10/16 = 62%
Comment on the ideas in the
story
5/16 = 31%
10/16 = 62%
Personalize the story for
yourself
13/16 = 81%
16/16 = 100%
Make inferences (predictions)
as you read
4/16 = 25%
10/16 = 62%
Explicit Comprehension Strategy Instruction 43
Figure 1-9: Reading Strategies Bar Graph
Reading Strategies Bar Graph
Reading Strategies Checklist
inferences
Strategies
personalize
comment
after
before
reread
questions
predict
visualize
0%
20% 40% 60% 80% 100%
Percentage
Explicit Comprehension Strategy Instruction 44
Figure 1-10: Reading Attitude Profile Results
Reading Attitude Profile Results
How do you feel…
1. when you read a book in school?
Excited
6/16=37%
Good
5/16=31%
O.K.
4/16=25%
Bad
1/16=6%
Good
3/16=18%
O.K.
3/16=18%
Bad
0
O.K.
2/16=12%
Bad
1/16=6%
O.K.
6/16=37%
Bad
1/16=6%
O.K.
6/16=37%
Bad
1/16=6%
O.K.
3/16=18%
Bad
1/16=6%
2. about reading at home?
Excited
10/16=62%
3. about reading during the summer?
Excited
3/16=18%
Good
10/16=62%
4. about reading instead of playing?
Excited
3/16=18%
Good
6/16=37%
5. about spending free time reading?
Excited
3/16=18%
Good
6/16=37%
6. about starting a new book?
Excited
7/16=43%
Good
5/16=31%
Explicit Comprehension Strategy Instruction 45
7. about reading different types of books?
Excited
4/16=25%
Good
8/16=50%
O.K.
3/16=18%
Bad
1/16=6%
O.K.
2/16=12%
Bad
2/16=12%
O.K.
3/16=18%
Bad
3/16=18%
O.K.
0
Bad
0
8. when you explain what a story is about?
Excited
3/16=18%
Good
9/16=56%
9. when you read out loud in class?
Excited
2/16=12%
Good
8/16=50%
10. when you read with a friend?
Excited
10/16=62%
Good
6/16=37%
Explicit Comprehension Strategy Instruction 46
Figure 1-11: Reading Attitude Profile Chart
Reading Attitude Profile Chart
Question
1. How do you
feel when you
read a book in
school?
2. How do you
feel about
reading at home?
3. How do you
feel about
reading during
the summer?
4. How do you
feel about
reading instead
of playing?
5. How do you
feel about
spending free
time reading?
6. How do you
feel about
starting a new
book?
7. How do you
feel about
reading different
types of books
8. How do you
feel about when
you explain what
a story is about?
9. How do you
feel about when
you read aloud in
class?
10. How do you
feel about when
you read with a
friend?
Excited
Good
O.K.
Bad
37%
31%
25%
6%
62%
18%
18%
0
18%
62%
12%
6%
18%
37%
37%
6%
18%
37%
37%
6%
43%
31%
18%
6%
25%
50%
18%
6%
18%
56%
12%
12%
12%
50%
18%
18%
62%
37%
0
0
Explicit Comprehension Strategy Instruction 47
Figure 1-12: Reading Attitude Profile Pie Graphs
Reading Attitude Profile Pie Graphs
1. How do you feel when you read a book in school?
6%
37%
25%
Excited
Good
O.K.
Bad
31%
2. How do you feel about reading at home?
0%
18%
Excited
Good
O.K.
18%
62%
Bad
Explicit Comprehension Strategy Instruction 48
3. How do you feel about reading during the summer?
6%
18%
12%
Excited
Good
O.K.
Bad
62%
4. How do you feel about reading instead of playing?
6%
18%
Excited
Good
O.K.
37%
Bad
37%
Explicit Comprehension Strategy Instruction 49
5. How do you feel about spending free time reading?
6%
18%
Excited
Good
37%
O.K.
Bad
37%
6. How do you feel about starting a new book?
6%
18%
Excited
43%
Good
O.K.
Bad
31%
Explicit Comprehension Strategy Instruction 50
7. How do you feel about reading different types of
books?
6%
25%
18%
Excited
Good
O.K.
Bad
50%
8. How do you feel when you explain what a story is
about?
12%
18%
12%
Excited
Good
O.K.
Bad
56%
Explicit Comprehension Strategy Instruction 51
9. How do you feel when you read out loud in class?
12%
18%
Excited
Good
O.K.
18%
Bad
50%
10. How do you feel when you read with a friend?
0%
0%
37%
Excited
Good
O.K.
62%
Bad
Explicit Comprehension Strategy Instruction 52
Figure 1-13: Data Collection Matrix
Data Collection Matrix
Questions
Data Source 1
Data Source 2
Data Source 3
Instructional
Strategies
Improve
Comprehension?
DRA
Independent
Reading
Conference
Record
Apply
Strategies?
Independent
Reading
Conference
Record
Reading
Strategy
Checklist
Observations/
Anecdotal Notes
Specific
Strategies
for ELL?
Independent
Reading
Conference
Record
Reading
Strategy
Checklist
Observations
Anecdotal Notes
Interest
Level
Affect
Comprehension?
Reading
Interview
Reading
Attitude
Profile
Reading
Appropriate
Books?
Independent
Reading
Conference
Record
Reading
Interview
Reading
Attitude
Profile
Reading
Parent
Involvement
Questionnaire
at Home?________________________________________________________________