Following in Durkin’s (1978-1979) Footsteps: What Classroom Observations Reveal About K-5 Reading Comprehension Instruction

• In Event: Strategic Approaches for Literacy Development

Abstract

The purpose of this study was to examine whether the frequency of explicit reading comprehension instruction in today's K-5 classrooms has changed since the milestone work of Durkin (1978-79). My objective was to identify the frequency of reading comprehension instruction in elementary classrooms. In 3,000 minutes of direct classroom observation in 20 first- through fifth-grade classrooms, a total of 751 minutes (or 25% of instructional time) was allotted for reading comprehension instruction. The highest amount of reading comprehension instruction occurred in 4th-grade class- rooms, with the least amount occurring in 3rd grade. Question answering, summarization, and predicting/prior knowledge were the most frequently occurring reading comprehension strategies. Finally, implications for teachers’ professional development and training are provided.

Author

• Molly Ness, Fordham University