Friday, January 20, 2012

Directed Reading Assignment Reborn

Question: How improve students’ vocabulary and reading comprehension?

Answer: Focuses on how students performed while reading grade-level passages, answering ten comprehension questions, and completing a vocabulary-matching task. Findings show that both listening previewing conditions led to improvements in comprehension as compared to silent reading [by itself] and that adding a vocabulary previewing component to listening previewing procedures resulted in the highest levels of comprehension and vocabulary.

Hawkins, R. O., Musti-Rao, S., Hale, A. D., Mcguire, S., & Hailley, J. (2010). Examining listening
previewing as a classwide strategy to promote reading comprehension and vocabulary. Psychology
in the Schools, 47(9), 903–916.

Comment: I’m assuming that the listening preview was similar to building background information. Pre-teaching unfamiliar vocabulary is a significant part of the directed reading assignment. I’m not surprised, therefore, at the results in comprehension and vocabulary. RayS.

Title:  “Annotated Bibliography of Research in the Teaching of English.” Richard Beach, et al. Research in the Teaching of English (November 2011), Internet.

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