Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?

Document Type


Department or Administrative Unit

Center for Teaching and Learning

Publication Date

Spring 2011


The relationship between the intentional teaching of reading strategies and the increase in reading comprehension was studied. The Northwest Evaluation Association (NWEA) reading pretest and posttest scores of 57 subjects were analyzed to see if there was a significant increase in performance after the reading strategies were taught. The study also analyzed the difference in how the boys performed in comparison to girls and the results were discussed to see if there was a correlation with gender and reading gains and losses. There was a significant increase in the NWEA post-test scores after the students had received specific reading strategy instruction.


This article was originally published in Reading Improvement.

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Reading Improvement


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