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- W1600528521 abstract "Research has identified certain comprehension strategies that seem to work in an optimal manner to increase the reading comprehension of K-12 students. However, little evidence exists about whether teachers use identified, research-based strategies when teaching (Rand Research Study Group, 2002). In view of the critical nature of literacy achievement for diverse populations and demographics, research on this topic is critical. The study reported here was conducted with graduate students in San Diego State University’s (SDSU) advanced reading specialist credential program, where they are taught reading comprehension strategies as well as observed and evaluated as they teach these strategies during clinical work with students. As Graduate Reading Program Coordinator, the researcher along with her colleagues was interested in determining the impact program instruction and experiences had on the pedagogical practices of our graduates. Studies by Durkin in the 1970s established that teachers spent a limited time on reading comprehension instruction. This body of work led to an intense study of reading comprehension (see Fitzgerald, 1990; Flood, 1984 a and b; Pearson & Johnson, 1978). Throughout the 1970s and 1980s, research on comprehension instruction flourished (Gaffney & Anderson, 2000). However, during the late part of the twentieth century, research into this critical area languished (Pressley, 2002). Recently there has been a resurgence of research on this topic. For example, the effects of teaching and using a number of reading comprehension strategies on students’ reading comprehension has been estab-" @default.
- W1600528521 created "2016-06-24" @default.
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- W1600528521 date "2008-04-01" @default.
- W1600528521 modified "2023-09-28" @default.
- W1600528521 title "Improving Reading Comprehension in K-12 Education: Investigating the Impact of the Reading Specialist Credential on the Instructional Decisions of Veteran Teachers" @default.
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