Educ Psychol Rev DOI 10.1007/s10648-014-9267-1 REVIEW ARTICLE
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade Carol McDonald Connor & Beth M. Phillips & Michael Kaschak & Kenn Apel & Young-Suk Kim & Stephanie Al Otaiba & Elizabeth C. Crowe & Shurita Thomas-Tate & Lakeisha Cooper Johnson & Christopher J. Lonigan
# Springer Science+Business Media New York 2014
Abstract This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal C. M. Connor (*) Arizona State University, Tempe, AZ, USA e-mail: [email protected] B. M. Phillips : Y.
Comprehension Tools for Teachers: Reading for Understanding from Prekindergarten Through Fourth Grade Carol McDonald Connor & Beth M. Phillips & Michael Kaschak & Kenn Apel & Young-Suk Kim & Stephanie Al Otaiba & Elizabeth C. Crowe & Shurita Thomas-Tate & Lakeisha Cooper Johnson & Christopher J. Lonigan
# Springer Science+Business Media New York 2014
Abstract This paper describes the theoretical framework, as well as the development and testing of the intervention, Comprehension Tools for Teachers (CTT), which is composed of eight component interventions targeting malleable language and reading comprehension skills that emerging research indicates contribute to proficient reading for understanding for prekindergarteners through fourth graders. Component interventions target processes considered largely automatic as well as more reflective processes, with interacting and reciprocal effects. Specifically, we present component interventions targeting cognitive, linguistic, and text-specific processes, including morphological awareness, syntax, mental-state verbs, comprehension monitoring, narrative and expository text structure, enacted comprehension, academic knowledge, and reading to learn from informational text. Our aim was to develop a tool set composed of intensive meaningful individualized small group interventions. We improved feasibility in regular classrooms through the use of design-based iterative research methods including careful lesson planning, targeted scripting, pre- and postintervention proximal C. M. Connor (*) Arizona State University, Tempe, AZ, USA e-mail: [email protected] B. M. Phillips : Y.
