Improving Reading Comprehension through Higher-Order Thinking Skills.

McKown, Brigitte A.; Barnett, Cynthia L.

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Record Details - ED496222

Title: Improving Reading Comprehension through Higher-Order Thinking Skills

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Title:	Improving Reading Comprehension through Higher-Order Thinking Skills
Authors:	McKown, Brigitte A.; Barnett, Cynthia L.
Descriptors:	Grade 2; Grade 3; Reading Difficulties; Thinking Skills; Teacher Researchers; Research Projects; Reading Strategies; Emergent Literacy; Reading Comprehension; Action Research; Reading Improvement; Prediction; Correlation; Visualization; Inferences; Questioning Techniques; Instructional Materials; Protocol Analysis; Large Group Instruction; Small Group Instruction; Independent Study; Program Effectiveness; Knowledge Level
Source:	Online Submission
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Publisher:	N/A
Publication Date:	2007-05-00
Pages:	57
Pub Types:	Dissertations/Theses; Tests/Questionnaires
Abstract:	This action research project report documents the action research project that was conducted to improve reading comprehension with second grade and third grade students. The teacher researchers intended to improve reading comprehension by using higher-order thinking skills such as predicting, making connections, visualizing, inferring, questioning, and summarizing. In their classrooms the teacher researchers modeled these strategies through the think-aloud process and graphic organizers. This was followed by students using these strategies through whole class, small group, and independent practice. The teacher researchers gathered information prior to implementing the reading strategy interventions. The Metacomprehension Strategy Index indicated a lack of student knowledge of strategies to use before, during, and after reading. The State Snapshot of Early Literacy given to the second grade students identified 9 of the 16 students below target level. The Test Ready Test given to the third grade students indicated 10 of the 17 students were at risk for reading comprehension failure. The information gathered by the teacher researchers after the interventions had been modeled and practiced showed improvement with the second and third grade students. The post-intervention scores for the Metacomprehension Strategy Index showed a significant increase in students' knowledge of the reading comprehension strategies. The State Snapshot of Early Literacy post-intervention scores indicated only 6 of the 16 second grade students remained below target level for reading comprehension. The Test Ready Test given to third graders indicated only 2 of the 16 had post-intervention scores that were at risk for reading comprehension failure. Appended are: (1) Metacomprehension Strategy Index Part I; (2) Metacomprehension Strategy Index Part II; and (3) Metacomprehension Strategy Index Part III. (Contains 11 graphs.) [Master of Arts Action Research Project, Saint Xavier University]
Abstractor:	Author
Reference Count:	17

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Identifiers:	N/A
Record Type:	Non-Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Grade 2; Grade 3

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