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• W1498408054 abstract "This study described a sequence of steps that led to the increase of reading and listening comprehension. The targeted population consisted of kindergarten and first grade students in a rural community located in the Midwest. The problems of reading comprehension were documented through data collected by standardized test scores. The gain of knowledge was shown through preand post-measures. Analysis of probable cause data indicated students were struggling with comprehension strategies. Teacher observations indicated weaknesses in listening and reading comprehension across all areas of the curriculum. Teachers reported a lack of a balanced approach in overall instruction and a deficit in comprehension strategies. A review of solution strategies suggested by authorities in the field of reading education and the analysis of the targeted classrooms resulted in the following intervention: development of a more balanced approach to reading instruction with special focus on comprehension skills and strategies. Post intervention data indicated an increase in overall reading and listening comprehension proficiency in the targeted kindergarten and first grade classes. A comprehension survey instrument is attached. (Contains 40 references, 9 tables, and 3 figures.) (Author/RS) Reproductions supplied by EDRS are the best that can be made from the on inal document. IMPROVING READING COMPREHENSION THROUGH THE USE OF BALANCED LITERACY AND SPECIFIC COMPREHENSION STRATEGIES Laurie Kern Beth Kiningham Sheila Vincent An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University and Sky Light Professional Development Field-Based Masters Program U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Chicago, Illinois O This document has been reproduced as received from the person or organization improve reproduction quality. Lktirn kin io Cs PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY 0 Minor changes have been made to , originating it. April )902 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. BEST COPY AVAILABLE S. V: )1 et el+ TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 ABSTRACT This study described a sequence of steps that led to the increase of reading and listening comprehension. The targeted population consisted of kindergarten and first grade students in a rural community located in the Midwest. The problems of reading comprehension were documented through data collected by standardized test scores. The gain of knowledge was shown through preand postmeasures. Analysis of probable cause data indicated students were struggling with comprehension strategies. Teacher observations indicated weaknesses in listening and reading comprehension across all areas of the curriculum. Teachers reported a lack of a balanced approach in overall instruction and a deficit in comprehension strategies. A review of solution strategies suggested by authorities in the field of reading education and the analysis of the targeted classrooms resulted in the following intervention: development of a more balanced approach to reading instruction with special focus on comprehension skills and strategies. Post intervention data indicated an increase in overall reading and listening comprehension proficiency in the targeted kindergarten and first grade classes.This study described a sequence of steps that led to the increase of reading and listening comprehension. The targeted population consisted of kindergarten and first grade students in a rural community located in the Midwest. The problems of reading comprehension were documented through data collected by standardized test scores. The gain of knowledge was shown through preand postmeasures. Analysis of probable cause data indicated students were struggling with comprehension strategies. Teacher observations indicated weaknesses in listening and reading comprehension across all areas of the curriculum. Teachers reported a lack of a balanced approach in overall instruction and a deficit in comprehension strategies. A review of solution strategies suggested by authorities in the field of reading education and the analysis of the targeted classrooms resulted in the following intervention: development of a more balanced approach to reading instruction with special focus on comprehension skills and strategies. Post intervention data indicated an increase in overall reading and listening comprehension proficiency in the targeted kindergarten and first grade classes." @default.
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• W1498408054 date "2002-05-01" @default.
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• W1498408054 title "Improving Reading Comprehension through the Use of Balanced Literacy and Specific Comprehension Strategies." @default.
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