Literaturnachweis - Detailanzeige
| Autor/inn/en | Burns, Matthew K.; Hodgson, Jennifer; Parker, David C.; Fremont, Kathryn |
|---|---|
| Titel | Comparison of the Effectiveness and Efficiency of Text Previewing and Preteaching Keywords as Small-Group Reading Comprehension Strategies with Middle-School Students |
| Quelle | In: Literacy Research and Instruction, 50 (2011) 3, S.241-252 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1938-8071 |
| Schlagwörter | Evidence; Reading Comprehension; Instructional Effectiveness; Reading Instruction; Intervention; High School Students; Middle School Students; Vocabulary; Educational Strategies; Small Group Instruction; Predictor Variables; Minnesota |
| Abstract | Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions. The current study compared the effectiveness and efficiency of two evidence-based small-group interventions for struggling eighth-grade readers. All participants received a text previewing comprehension strategy and a keyword preteaching strategy in counterbalanced order. Results suggested similar effectiveness between the two strategies but efficiency greatly favored the keyword strategy. Directions for future research are included. (Contains 1 table.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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