Effects of Explicit Comprehension Strategy Instruction on a Struggling First Grade Reader

Naomi Lara

Abstract

This is a case study involving a six year old male. The researcher sought to determine if explicit comprehension strategy instruction, coupled with teacher modeling, guided small group practice, individual practice, and metacognition of the comprehension strategies "making text to self, text to text, and text to world connections" would facilitate improvement in overall comprehension skills, knowledge of reading strategies, transfer to individual use, and promote reading self-efficacy in a student who was in need of Tier 2 reading interventions.