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The Comprehension Conundrum

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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The Comprehension Conundrum

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  1. The Comprehension Conundrum Eric C. Powell, ED 7201, Fall 2011

  2. Table of Contents • Statement of the Problem • Review of Related Literature • Statement of Hypothesis • Sources

  3. Statement of the Problem • During my time as both a reading and writing tutor and a fifth grade student teacher, I have come to notice a disparity between student phonemic awareness and reading comprehension levels. Students who regularly display a positive grasp of phonic decoding 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. The current model for reading comprehension instruction is the reading workshop – a model in which there is one particular gap: vocabulary reinforcement.

  4. Current Methodology • The current instructional model for reading comprehension is called the reading workshop. • The reading workshop involves the modeling of various strategies such as monitoring for comprehension, activating background knowledge, asking questions, inferring meaning, determining importance, and summarizing.

  5. Theoretical Basis • The basis for the reading workshop model can be traced to Vygotsky, who emphasized social interaction as a necessary component of learning.

  6. Literature Review • Positive gains in reading comprehension: • Oral reading techniques (Hinchley & Levy, 1988) • Make predictions when reading, generate questions about the text, summarize what was read (Lysynchuk, Pressley, & Vye, 1990) • Emphasizing higher-order thinking (Taylor, Pearson, Peterson, & Rodriguez, 2003) • Cooperative learning (Uttero, 1988) • Exposure to reading strategies before being presented with instruction [5th graders] (Van Keer& Verhaeghe, 2005)

  7. Literature Review (Cont.) • Negative gains in reading comprehension: • 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)

  8. Statement of Hypothesis • Exposure to vocabulary as a pre-reading strategy during one 45 minute period twice a week for four weeks will increase reading comprehension among ten 5th graders at PS X in Brooklyn, NY.

  9. Reference List • Amendum, S.J., Vernon-Feagans, L., & Ginsberg, M.C. (2011). The effectiveness of a technologically facilitated classroom-based early reading intervention. The Elementary School Journal, Vol. 112, (1), 107-131. doi: 10.1086/660684. http://www.jstor.org/stable/10.1086/660684 • Ash, B. H. (1990). Reading assigned literature in a reading workshop. English Journal, Vol. 79, 77-79. http://www.jstor.org/journals/00138274.html • August, D., Francis, D.J., Hsu, H.A., & Snow, C.E. (2006). Assessing reading comprehension in bilinguals. The Elementary School Journal, Vol. 107, (2), 221-238. http://www.jstor.org/stable/10.1086/510656 • Dougherty Stahl, K. (2008). The effects of three instructional methods on the reading comprehension and content acquisition of novice readers. Journal of Literacy Research, Vol. 40, (3), 359-393. • Elish-Piper, L., & L’Allier, S.K. (2011). Examining the relationship between literacy coaching and student reading gains in grades K–3. The Elementary School Journal, Vol. 112, (1), 83-106. doi: 10.1086/660685. http://www.jstor.org/stable/10.1086/660685

  10. Reference List (Cont.) • Elish-Piper, L., & L’Allier, S.K. (2011). Examining the relationship between literacy coaching and student reading gains in grades K–3. The Elementary School Journal, Vol. 112, (1), 83-106. doi: 10.1086/660685. http://www.jstor.org/stable/10.1086/660685 • Ferguson, J., & Wilson, J. (2009). Guided reading: it’s for primary teachers. College Reading Association Yearbook, Issue 30, 293-306. • Gersten, R., Fuchs, L.S., Williams, J.P. & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: a review of research. Review of Educational Research, Vol. 71, (2), 279-320. http://www.jstor.org/stable/3516086 • Hinchley, J., & Levy, B.A. (1988). Developmental and individual differences in reading comprehension. Cognition and Instruction, Vol. 5, (1), 3-47. http://www.jstor.org/stable/3233608 • Kletzien, S.B., & Hushion, B.C. (1992). Reading workshop: reading, writing, thinking. Journal of Reading, Vol. 35, (6), 444-451. http://www.jstor.org/stable/40007556 • Larson, L.C. (2008). Electronic reading workshop: beyond books with new literacies and instructional technologies. Journal of Adolescent & Adult Literacy, Vol. 52, (2), 121-131. http://www.jstor.org/stable/20111749

  11. Reference List (Cont.) • Lausé, J. (2004). Using reading workshop to inspire lifelong readers. The English Journal, Vol. 93, (5), 24-30. http://www.jstor.org/stable/4128931 • Lysynchuk, L.M., Pressley, M., & Vye, N.J. (1990). Reciprocal teaching improves standardized reading-comprehension performance in poor comprehenders. The Elementary School Journal, Vol. 90, (5), 469-484. http://www.jstor.org/stable/1001797 • Maney, E.S. (1954). The reading workshop: building pre-reading comprehension skills part 1: vocabulary development. The Reading Teacher, Vol. 7, (3), 183-186. http://www.jstor.org/stable/20196764 • Meyer, K.E. (2010). A collaborative approach to reading workshop in the middle years. The Reading Teacher, Vol. 63, (6), 501-507. http://www.jstor.org/stable/25615840 • Oberlin, K.J., & Shugarman, S.L. (1989) Implementing the reading workshop with middle school ld readers. Journal of Reading, Vol. 32, (8), 682-687. http://www.jstor.org/stable/40030025 • Reis, S.M., McCoach, D.B., Coyne, M., Schreiber, F.J., Eckert, R.D., & Gubbins, E.J. (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. http://www.jstor.org/stable/10.1086/522383 • Reutzel, D.R., & Cooter, Jr., R.B. (1991). Organizing for effective instruction: the reading workshop. The Reading Teacher, Vol. 44, (8), 548-554. http://www.jstor.org/stable/20200734

  12. Reference List (Cont.) • Roessing, L. (2007). Losing the fear of sharing control: starting a reading workshop. Middle School Journal, Vol. 38, (3), 44-51. • Schaffer, L.M., & Schirmer, B.R. (2010). The guided reading approach: a practical method to address diverse needs in the classroom. Odyssey: New Directions in Deaf Education, Vol. 11, (1), 40-43. • Scharer, P., Pinnell, G., Lyons, C., & Fountas, I. (2005). Becoming an engaged reader. Educational Leadership, Vol. 63, (2), 24-29. • Stewart, R.A., Paradis, E.E., Ross, B.D., & Lewis, M.J. (1996). Student voices: what works in literature-based developmental reading. Journal of Adolescent & Adult Literacy, Vol. 39, (6), 468-478. http://www.jstor.org/stable/40014036 • Swift, K. (1993). Try reading workshop in your classroom. The Reading Teacher, Vol. 46, (5), 366-371. http://www.jstor.org/stable/20201090 • Taylor, B.M., Pearson, P.D., Peterson, D.S., & Rodriguez, M.C. (2003). Reading growth in high-poverty classrooms: the influence of teacher practices that encourage cognitive engagement in literacy learning. The Elementary School Journal, Vol. 104, (1), 3-28. http://www.jstor.org/stable/3203047 • Uttero, D.A. (1988). Activating comprehension through cooperative learning. The Reading Teacher, Vol. 41, (4), 390-395. http://www.jstor.org/stable/20199801 • Van Keer, H., & Verhaeghe, J.P. (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. http://www.jstor.org/stable/20157404

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