In this study, two different approaches to the teaching of reading were designed and presented over an eight-week period, then evaluated according to student scores on three standardized tests. After a pretest, nine first-grade classes were randomly assigned to one of three groups: literature, concept development, or control. In the literature…

Sixty-six grade six students were subjects in a study to evaluate the effectiveness of a direct instruction paradigm for teaching children the reading comprehension skill of main idea identification. Both experimental groups (strategy and basal) and the control group received eight lessons of 30 minutes each. All instruction occurred over a…