Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction. Chapter 4: Comprehension, Part II: Text Comprehension Instruction
National Reading Panel. (2000).
Washington, D.C.: National Institute of Child Health and Human Development, 4:39-4:115.
This systematic review investigates the effect of interventions targeting text comprehension on the reading outcomes of children, preschool through grade 12, including those at-risk for reading difficulty and those with reading disorders. This review is part of a series of reviews from the National Reading Panel examining the scientific research on reading instruction for children.
Department of Education; National Institute of Child Health and Human Development
This systematic review is one chapter of a six chapter report of systematic reviews. The titles of all the chapters are included in the Associated Article section below, and chapters of particular relevance to the Evidence Maps are linked to their respective ASHA Article Summaries.
Two hundred and three studies examining 16 text comprehension instruction techniques were included. Of these, the following intervention techniques had a scientific basis as an effective treatment for improving comprehension skills of school-aged children at risk or identified with reading disorders:
<ul>
<li>comprehension self-monitoring strategies,</li>
<li>cooperative learning (i.e., readers work together to learn reading strategies),</li>
<li>graphic organizers,</li>
<li>cognitive strategies (i.e., questioning, summarization), and</li>
<li>multiple strategy teaching.</li>
</ul>
<p>No studies examining vocabulary instruction techniques met the National Reading Panel's criteria for inclusion.</p>
