Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle-school students

Matthew K. Burns, Jennifer Hodgson, David C. Parker, Kathryn Fremont

Research output: Contribution to journalReview articlepeer-review

7 Scopus citations

Abstract

Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small- group reading comprehension interventions. The current study compared the effectiveness and efficiency of two evidence-based small-group interventions for struggling eighthgrade readers. All participants received a text previewing comprehension strategy and a keyword preteaching strategy in counterbalanced order. Results suggested similar effectiveness between the two strategies but efficiency greatly favored the keyword strategy. Directions for future research are included.

Original languageEnglish (US)
Pages (from-to)241-252
Number of pages12
JournalLiteracy Research and Instruction
Volume50
Issue number3
DOIs
StatePublished - Jul 1 2011

Keywords

  • Struggling readers
  • Vocabulary

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