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- W2183861957 abstract "When students struggle with reading comprehension they are at a severe disadvantage. They do not retain what has been read and eventually become dissuaded by reading altogether. The purpose of this action research was to discover which guided reading strategies should be implemented to help develop comprehension skills. Educational professionals and theorists have determined that focused intensive instruction of reading strategies will improve reading comprehension. The purpose of this study was to investigate the effects of explicit direct instruction and cooperative learning on reading comprehension in fourth grade students. A quasi-experimental design was used. There were six cognitive and three affective measures used to collect quantitative data. The between and within the group analyses revealed that both groups had similar reading profiles before and after treatment, and neither group showed significant changes in the strategy use. The analysis of the SIFA Feedback Sheets, post treatment interviews, and three cases imply that strategy instruction can have a positive impact on students’ strategy use." @default.
- W2183861957 created "2016-06-24" @default.
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- W2183861957 date "2014-01-01" @default.
- W2183861957 modified "2023-09-26" @default.
- W2183861957 title "EFFECTS OF STRATEGY INSTRUCTION FOCUS ACTIVITIES ON STUDENTS' READING STRATEGY USE" @default.
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