International Association
of School Librarianship

IASL Research Abstracts

IASL Research Abstracts: 145

Findings: As part of their role as literacy leaders in their schools, teacher librarians should collaborate with teachers to incorporate some instruction in reading comprehension as a way to strengthen their information literacy instruction. Students who struggle with reading will benefit especially from such collaborative instruction.

Abstract: This experimental study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the reading comprehension of struggling grade 5 students. Elementary (primary) school children are infrequently instructed in strategies for reading informational text, with its genre specific text structure although this is an essential component of information literacy. Two grade 5 classes were pre- and post- tested for reading comprehension. One class received instruction in collaborative strategy instruction for reading informational text. The post-test revealed that students in the experimental class achieved significantly better comprehension scores than the control class. This study examined the effect of an instructional intervention that combined the use of information texts and instruction in reading strategies to improve the comprehension of struggling fifth grade readers. See:

Lee, E.A. (2004). Helping struggling readers comprehend information texts. In P. Moore, E. Howe, R. Lonsdale, R. McChaon & D. Singh (Eds). IASL Reports: From Aesop to e-book: The story goes on (pp. 50-59). Erie, PA: International Association of School Librarianship.

Subject Categories: 10, 15


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