Direct Instruction of Comprehension: Instructional Examples From Intervention Research on Listening and Reading Comprehension

Authors: Coyne, Michael¹; Zipoli, Richard²; Chard, David³; Faggella-Luby, Michael¹; Ruby, Maureen⁴; Santoro, Lana⁵; Baker, Scott⁵

Source: Reading and Writing Quarterly, Volume 25, Numbers 2-3, April 2009 , pp. 221-245(25)

Publisher: Routledge, part of the Taylor & Francis Group

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Abstract:

This article examines the role of direct instruction in promoting listening and reading comprehension. Instructional examples from 2 programs of intervention research focused on improving comprehension; the Story Read Aloud Program and the Embedded Story Structure Routine are used to illustrate principles of direct instruction. An analysis of these 2 approaches suggests that direct instruction principles are effective in supporting students with varied achievement levels and that these principles can be used to enhance comprehension among students at very different points in reading development. These evidence-based approaches also illustrate that direct instruction can be designed to support complex learning and the development of higher order cognitive strategies.

Document Type: Research article

DOI: http://dx.doi.org/10.1080/10573560802683697

Affiliations: 1: University of Connecticut, Storrs, Connecticut, USA 2: West Hartford Public Schools, West Hartford, Connecticut, USA 3: Southern Methodist University, Dallas, Texas, USA 4: Eastern Connecticut State University, Willimantic, Connecticut, USA 5: Pacific Institutes for Research, Eugene, Oregon, USA

Publication date: 2009-04-01

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