Developing Literacy Skill through Direct and Explicit Comprehension Strategy Instruction (DECSI) - An Action Research

2017 ◽  
Author(s):  
Elih Sutisna Yanto ◽  
Hilmansyah Saefullah
Keyword(s):  
Action Research ◽  
Strategy Instruction ◽  
Literacy Skill ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy

Comprehension Strategy Instruction for Multimodal Texts in Science

2011 ◽  
Vol 50 (2) ◽  
pp. 116-124 ◽  
Author(s):  
Donna E. Alvermann ◽  
Amy Alexandra Wilson
Keyword(s):  
Strategy Instruction ◽  
Comprehension Strategy Instruction ◽  
Multimodal Texts ◽  
Comprehension Strategy

scholarly journals Examining Comprehension Strategy Instruction With English Learners’ Problem Solving: Study Findings and Educator Preparation Implications

2018 ◽  
Vol 41 (3) ◽  
pp. 215-228 ◽  
Author(s):  
Michael J. Orosco ◽  
Naheed A. Abdulrahim
Keyword(s):  
Problem Solving ◽  
English Learners ◽  
Teacher Educators ◽  
Mathematics Learning ◽  
Strategy Instruction ◽  
Future Research ◽  
Comprehension Strategy Instruction ◽  
Student Collaboration ◽  
Comprehension Strategy ◽  
Educator Preparation

Educator preparation in comprehension strategy instruction (CSI) is essential to meeting the needs of English learners (ELs) in contemporary schools. This article provides teacher educators and professional developers with concrete examples of practices to prepare classroom teachers in comprehensive strategy instruction, based on an experimental study that examined the effect (.37) of CSI on third-grade students’ ( n = 78) word-problem-solving (WPS) performance. CSI included problem-solving strategies that (a) helped students to understand the relevant and irrelevant information in a word problem’s question; (b) helped students to restate the problem orally, which allowed them to understand, to construct meaning, and to clarify any misunderstanding about the question; and (c) provided instructional feedback with student collaboration for problem solving and solution. Findings indicate that a focus on CSI may help facilitate WPS skills developing for ELs at risk of mathematics-learning difficulties (MLD). Educator preparation recommendations are embedded throughout with implications for future research and practice also discussed.

scholarly journals An Article Review on “Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study”

2019 ◽  
Author(s):  
Vira Budiarti ◽  
Yona Dwi Tirta Syafitri ◽  
Tatum Derin
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Strategy Instruction ◽  
Previous Literature ◽  
Independent Learning ◽  
First Year ◽  
Study Program ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Self Study

In an effort to provide insight for others who might wish to provide instruction’s self-study, this paper concludes by discussing emerging themes related to student learning and strategy instruction at the postsecondary level. This present article tries to deliver a review one of the research articles regarding reading comprehension strategies and self-study written by Chyntia Parr and Vera Woloshyn (2013), entitled "Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study". The research was conducted in the first year of the university course. This paper doesn’t deliver objectives adequately but it's very good at analyzing the previous literature and the design of the research will make readers understand generally. Connecting their findings with previous literature, give seminal and contemporary meaning to the context even though the flow is not consistent. In addition, the content of this article is valid (all references accurately) and well-documented. Not only giving a discussion of reading comprehension and strategy instruction, but this paper also contains a theoretical framework that provides an opportunity to reflect the understanding of instruction, challenges, and limitations associated with the application of explicit strategy instruction in the first year class. Therefore, this paper looks at independent learning instruction as a strategy in delivering a repertoire of evidence-based understanding strategies in the context of the first year of the university's English language study program designed to introduce convention students to reading and writing academics. This study will be special entice to researchers and educators because this study describes the efforts of the instructor to integrate understanding instruction in limited postsecondary settings. In addition, this study can be a benchmark for lecturers to provide reading comprehension strategy in a first years course, especially reading skill.

scholarly journals Reading Comprehension Strategy Instruction in a First-Year Course: An Instructor's Self-Study

2013 ◽  
Vol 4 (2) ◽  
Author(s):  
Cynthia Parr ◽  
Vera Woloshyn
Keyword(s):  
Curriculum Design ◽  
Strategy Instruction ◽  
Instructional Program ◽  
Comprehension Strategies ◽  
First Year ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
Study Methodology ◽  
University Course ◽  
First Year University

The primary purpose of the study described here was to document the first author’s experiences delivering a repertoire of evidence-based comprehension strategies in context of a first-year university course. We first provide an overview of the literature related to students’ transition into the postsecondary environment, arguing for the need to engage in comprehension strategy instruction within first-year courses. We then overview the literature related to the provision of comprehension instruction to selected groups of postsecondary students. We next outline the study methodology including a description of the instructional program provided here. In an attempt to provide insights for others who may wish to provide similar instruction, we conclude by discussing emerging themes related to student learning and curriculum design as related to strategy instruction at the postsecondary level. L’objectif principal de l’étude décrite dans cet article est de documenter les premières expériences de l’auteur à présenter un répertoire de stratégies de compréhension basées sur l’évidence dans le contexte d’un cours universitaire de première année. Nous présentons tout d’abord un aperçu général de la documentation qui existe sur la transition des étudiants vers l’environnement post-secondaire en exposant le besoin de s’investir dans l’enseignement de stratégies de compréhension dans les cours de première année. Ensuite, nous exposons un aperçu de la recherche qui traite de l’enseignement de la compréhension à des groupes ciblés d’étudiants du niveau post-secondaire, puis nous énonçons la méthodologie de l’étude, y compris la description du programme d’enseignement présenté dans cet article. Pour tenter de fournir des informations à ceux qui souhaiteraient pratiquer un tel enseignement, nous concluons en discutant les nouveaux thèmes liés à l’apprentissage des étudiants et à la conception de programmes d’études qui se rapportent à l’enseignement de stratégies au niveau post-secondaire.

The Influence of Sustained, School-Based Professional Development on Explicit Reading Comprehension Strategy Instruction

2021 ◽  
pp. 1-29
Author(s):  
Adriana L. Medina ◽  
Stephen D. Hancock ◽  
Jennifer I. Hathaway ◽  
Paola Pilonieta ◽  
Kaitlyn O. Holshouser
Keyword(s):  
Professional Development ◽  
Reading Comprehension ◽  
Strategy Instruction ◽  
Comprehension Strategy Instruction ◽  
Comprehension Strategy ◽  
School Based
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