Research has shown that the effects of well-prepared teachers on student achievement are stronger than the influences of student background factors such as poverty, language background, and minority status. Studies have shown that teacher effects are, “additive, cumulative, and generally not compensatory” (Darling-Hammond, 2000, p. 2). Researchers have also identified several strategies effective teachers use to teach comprehension (in upper grades). For example: schema-prior knowledge, visualizing, questioning, summarizing, determining what is important, inferencing, monitoring comprehension and meaning, synthesizing, and text structures. What should comprehension instruction look like in the secondary grades?
Proficient readers read and think differently than struggling readers. What three effective comprehension strategies should we teach, and monitor student use over time, to help struggling readers begin to read and think like proficient readers?
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