Comprehension instruction in five “high-quality” core reading programs (Stage 2, 3:50 PM)

• In Event: e-Lightning Ed-Talk Session 5 - Stage 2

Abstract

Core reading programs provide the curriculum and instruction for most schools. We analyze the content and methods of comprehension instruction in the five programs, documenting how domain and text structure knowledge, inferential reasoning, and metacognitive skills are taught. We employed an iterative content analysis process to analyze the teacher’s guide. The findings revealed three clusters of core programs. Two programs focus on knowledge development, reading complete books, and teacher questioning, but neglect strategy instruction. Two others focus on close reading of short texts, teaching a wide range of skills and strategies. The third program combines features of the first two types. Because of these differences, it is unlikely that all core reading programs are research-based or of high quality.

Authors

• Peter Dewitz, Mary Baldwin College

• Michael Crusco, Virginia Commonwealth University

• Savannah Campbell, Scholastic Inc.

• Lynn Baker, University of Delaware