What’s Here

This site contains short descriptions of a dozen of the strategies supported by the National Reading Panel (NRP) review of comprehension strategies instruction -- and approaches to train classroom teachers and classroom peers to apply them in the classroom. There are brief summaries of results from teaching these strategies to students at grade and accomplishment levels. But this is not a comprehensive scientific review of the reading <A class=g Interpretations made by a reader during reading a text and stored in stored the reader's memory in a way that facillitates the reader's ability to put what was read and interpreted to some use, e.g., to answer questions about that text. lossterm x-use-popup=#POPUP30090 x-popup-type=expanding href='javascript:kadovTextPopup(this)' id=HotSpot30090> comprehension strategy instruction literature. Several reviews like that reach similar conclusions are referenced in the bibliography.

While there have been several assessments of the studies on reading comprehension instruction, none, however, including the NRP review, has completed a scientific analysis of the complete literature. The NRP review accepted the conclusions of the original study authors on face value. Two reviews by Barak Rosenshine and his colleagues at the University of Illinois in Urbana (listed in the bibliography) applied a more demanding to the individual instruction categories of Question Generation and Multiple Strategy. When Rosenshine and his colleagues reexamined the original authors results, they produced the strongest evidence so far that comprehension strategy instructions really do work. Moreover, they were able to better pinpoint when and with what students various strategies can be best applied.

Nor, does this site provide step-by-step instructions on how to implement a particular strategy. Rather, these are broad outlines designed to help teachers consider using the procedures and steps of comprehension strategy instructions.