Improving Reading Comprehension With Explicit Instruction of Informational Text Strategies: A Single-Case Study

• In Event: Four Studies Adding to the Corpus of Scientifically Based Research About Reading Development and Instruction

Abstract

In this single-case multiple baselines across participants’ experimental design study, I examined small heterogeneous groups of students during the literacy block in a suburban fourth-grade classroom in a large school district in the southeastern United States. I designed a multi-component intervention with explicit instruction of text features to investigate the impacts students’ oral retell and main idea statements. My research was guided by the following questions: (1) To what extent does participation in ITMI improve fourth-grade students’ oral retell scores? (2) To what extent does participation in ITMI improve fourth-grade students’ main idea statement scores? The results inform efforts to increase informational text comprehension for students in the intermediate grades.

Author

• Lesley S. Noel, University of Colorado - Colorado Springs