Effect of explicit instruction in the use of graphic organizers and text features on a struggling fifth grade reader

Jennifer Elliott

Abstract

This is a case study involving a ten-year-old male. The researcher sought to determine if explicit comprehension strategy instruction in conjunction with teacher modeling, guided small group practice, and individual practice in the comprehension strategies of identifying text structure and using graphic organizers would facilitate improvement in overall comprehension skills, knowledge of reading strategies, transfer to individual use, and promote retention of information in a student who was in need of Tier 2 reading interventions.