The Comprehension Conundrum. Eric C. Powell, ED 7201, Fall 2011. Table of Contents. Statement of the Problem Review of Related Literature Statement of Hypothesis Sources. Statement of the Problem.
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During my time as a reading and grammar tutor, I have come to notice a disparity between students’ grasp of phonics skills and reading comprehension levels. Students who regularly display a positive grasp of phonics skills are not always able to comprehend and explain what they have just read. Based on these observations I am interested in investigating techniques which purport to increase student comprehension levels.
Enriched reading experiences by exposing students to books in their areas of interest, daily supported independent reading of challenging self‐selected books using differentiated reading instruction, and interest‐based choice opportunities in reading (Reis, McCoach, Coyne, Schreiber, Eckert, & Gubbins, 2007)
Exposure to reading strategies before being presented with instruction [2ndgraders] (Van Keer & Verhaeghe, 2005)
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Reis, S.M., McCoach, D.B., Coyne, M., Schreiber, F.J., Eckert, R.D., & Gubbins, E.J. (September 2007). Using planned enrichment strategies with direct instruction to improve reading fluency, comprehension, and attitude toward reading: an evidence‐based study. The Elementary School Journal, Vol. 108, (1), 3-23.
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Uttero, D.A. (January 1988). Activating comprehension through cooperative learning. The Reading Teacher, Vol. 41, (4), 390-395.
Van Keer, H., & Verhaeghe, J.P. (Summer 2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders' reading comprehension and self-efficacy perceptions. The Journal of Experimental Education, Vol. 73, (4), 291-329.