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MS in Literacy Education




For the purpose of this study, three students were explicitly taught three during reading comprehension strategies. Students were given a pre and post-assessment which were analyzed to determine the effectiveness and implications of explicit strategy instruction. Furthermore, a questionnaire, related to reading comprehension, was distributed to teachers at the school in which the study took place. Findings from the study suggest that although students’ comprehension scores did not improve, their attitudes toward reading improved and their ability to use a wide variety of strategies increased after receiving explicit strategy instruction. The primary implication of this study is teachers must be willing to invest time in explicit strategy instruction in order for their students to reap the full benefits of this instructional technique.

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