Title
Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders?
Document Type
Article
Department or Administrative Unit
Center for Teaching and Learning
Publication Date
Spring 2011
Abstract
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.
Recommended Citation
Prado, L. & Plourde, L. A. (2011). Increasing Reading Comprehension through the Explicit Teaching of Reading Strategies: Is There a Difference among the Genders? Reading Improvement, 48(1), 32-43.
Journal
Reading Improvement
Rights
Copyright © Project Innovation, Inc.
Comments
This article was originally published in Reading Improvement.
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