Date of Award/Publication
8-2012
Document Type
Thesis
Degree Name
MS in Literacy Education
Department
Education
Abstract
For the purpose of this study, three students were explicitly taught three during reading comprehension strategies. Students were given a pre and post-assessment which were analyzed to determine the effectiveness and implications of explicit strategy instruction. Furthermore, a questionnaire, related to reading comprehension, was distributed to teachers at the school in which the study took place. Findings from the study suggest that although students’ comprehension scores did not improve, their attitudes toward reading improved and their ability to use a wide variety of strategies increased after receiving explicit strategy instruction. The primary implication of this study is teachers must be willing to invest time in explicit strategy instruction in order for their students to reap the full benefits of this instructional technique.
Recommended Citation
Ballou, Abigail K., "Using Explicit Strategy Instruction to Improve Reading Comprehension" (2012). Education Masters. Paper 221.
https://fisherpub.sjf.edu/education_ETD_masters/221
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.