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| ERIC #: | ED471787 |
| Title: | Strategies for Improving Non-Fiction Reading Comprehension. |
| Authors: | Bell, Karen; Caspari, Amy |
| Descriptors: | Action Research; Discussion Groups; Grade 3; Graphic Organizers; Instructional Effectiveness; Nonfiction; Primary Education; Reading Comprehension; Reading Improvement; Reading Instruction; Reading Strategies |
| Source: | N/A |
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Peer-Reviewed:
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N/A |
| Publisher: | N/A |
| Publication Date: | 2002-05-00 |
| Pages: | 45 |
| Pub Types: | Dissertations/Theses; Reports - Research |
| Abstract: | This report describes a program for introducing students to strategies for improving their comprehension of non-fiction materials. The targeted population consisted of students of one third grade class in a small, middle class suburb, northwest of a large, midwestern city. Difficulty reading and comprehending non-fiction material was documented through data gathered on classroom assessments and teacher observation. Analysis of probable cause data revealed that students spent significantly less time interacting with non-fiction texts than with fiction texts and had fewer non-fiction materials available to them. The researchers noted that non-fiction is often perceived as being more difficult for elementary students to comprehend, and that strategies for reading and comprehending non-fiction materials are not consistently taught. Review of current literature supported these observations and pointed out that primary students have limited experience with expository texts. A review of solution strategies suggested by researchers, combined with an analysis of the problem setting, resulted in the selection of five interventions: more time spent with non-fiction, paired reading of fiction and non-fiction texts, graphic organizers to help students organize and synthesize information from the text, direct instruction of Collaborative Reading Strategies (CSR), and literature discussions using cooperative groups. A comparison of the results of both pretests to their corresponding posttests showed a marked improvement in student scores. Observations in the researchers' journals indicated a change in the way that the students approached non-fiction. The researchers concluded that the interventions did result in a positive change in students' comprehension of non-fiction. Appendixes contain a rubric for scoring open-ended items on holistic assessment, a consent letter, "clunk" cards, question "stems," and a description for cooperative group roles for CSR. (Contains 34 references and 6 figures of data.) (Author/RS) |
| Abstractor: | N/A |
| Reference Count: | N/A |
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| Note: | Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Program. |
| Identifiers: | Direct Instruction |
| Record Type: | Non-Journal |
| Level: | 1 - Available on microfiche |
| Institutions: | N/A |
| Sponsors: | N/A |
| ISBN: | N/A |
| ISSN: | N/A |
| Audiences: | N/A |
| Languages: | English |
| Education Level: | Grade 3; Primary Education |
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