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Journal of Contemporary Research in Education

Abstract

With relatively stagnant levels of reading achievement in the last twenty years, it is paramount that educators not only teach content but also comprehension strategies to struggling readers. Though there are innumerable strategies available to teachers, this eight-week investigation explores the use of an anticipatory reading guide on third grade struggling readers’ performance on comprehension and vocabulary questions derived from a standardized state test. Results from the quasi-experiential designed study indicate that when struggling readers have practice opportunities to use and create anticipatory reading guides for thinking about what will be asked of them after reading, they perform at higher levels than their classmates not using this strategy. Findings are relevant to reading professionals working with struggling readers in the elementary grades.

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