Document Type

Conference Proceeding




Eighty percent of fourth graders in a Northeast school had not met the
NCLB reading “goal.” Research questions asked: Will comprehension
strategies move students toward proficiency, and will a
researcher-teachers collaboration support that effort? Data included
student artifacts, student interviews, discussion transcripts, researcher
lesson plans, and field notes. Data were analyzed through coding and
constant comparison. Surveys confirmed that students learned comprehension
strategies; student writing confirmed that they learned content. However,
only 38% reached “proficiency” on standardized tests. Comprehension
strategies were necessary but not sufficient for reading. Guided reading
increased intensive instructional time but reduced time for learning

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