University of Minnesota
Driven to Discover


Comprehension

The intervention guides and materials below are targeted to meet student needs in the area of comprehension.

Repeated Reading with Comprehension

Objective: Students will focus on broad readings skills such as vocabulary and comprehension when reading sentences and story passages using repeated reading (RR) strategies with peer support.
Skill(s): Comprehension and vocabulary
Intervention Need: Broad Reading (achieve improved performance in related skills such as vocabulary and comprehension, and achieve 95% accuracy for generalization of using skills across situations).
Intervention Guide: Repeated Reading with Comprehension
Intervention Materials:

References

Daly, E. J., Neugebauer, S., Chafouleas, S., & Skinner, C. H. (2015). Interventions for reading problems: Designing
and evaluating effective strategies (2nd edition). New York, NY: The Guilford Press.

Mahdavi, J. N., Tensfeldt, L. (2013). Untangling reading comprehension strategy instruction: Assisting struggling
readers in the primary grades. Preventing School Failure: Alternative Education for Children and Youth, 57, 77-92, DOI:10.1080/1045988X.2012.668576

National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (NIH Publication No. 00-4754). Washington, DC: National Institute of Child Health and Human Development.

Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the
interventions studies. Review of Educational Research, 66, 181-221.

Rousseau, M. K., & Tam, B. K. (1991). The efficacy of previewing and discussion of key words on the oral reading
proficiency of bilingual learns with speech and language impairments. Education and Treatment of
Children, 14, 199-209.

Schisler, R., Joseph, L. M., Konrad, M., & Alber-Morgan, S. (2010). Comparison of the effectiveness and efficiency of
oral and written retellings and passage review as strategies for comprehending text. Psychology in the Schools, 47, 135-152.

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010).
Improving reading comprehension in kindergarten through 3rd grade: A practice guide (NCEE 2010-4038). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from whatworks.ed.gov/publications/practiceguides.

Therrien, W.J., Wickstrom, K., & Jones, K (2006). Effect of a Combines Repeated Reading and Question Generation
Intervention on Reading Achievement. Learning Disabilities Research & Practice, 21, 89-97.


© 2017 Regents of the University of Minnesota. All rights reserved.
The University of Minnesota is an equal opportunity educator and employer
Last modified on November 27, 2013.