Changing middle school students' models of literacy through cognitive strategy instruction

A study investigated the effects of strategy instruction on the reading and writing abilities of sixth-grade middle-school students with delayed literacy. An experimental group of 10 sixth-grade, English-speaking inner-city students in the midwestern United States was matched on race, gender, and reading comprehension test scores with 10 sixth-grade control students. All students were at least two years behind in their literacy skills. Students in the experimental group engaged in strategic reading and writing instruction for 2 hours daily for 14 weeks. Results of structured performance-based student interviews in reading and writing showed that the short-term instructional intervention in strategy instruction not only improved students literacy performance but also extended and enhanced their models of literacy. (Contains 10 references, and one table and two figures of data.) (RS) ********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original documer.t. *********************************************,.************************* Technical Report No. 610 CHANGING MIDDLE SCHOOL STUDENTS' MODELS OF LITERACY THROUGH COGNITIVE STRATEGY INSTRUCTION Valerie Anderson Centre for Applied Cognitive Science Ontario Institute for Studies in Education C. K. K. Chan Faculty of Education St. Mary's University of Nova Scotia Richard Henne University of Illinois at Urbana-Champaign April 1995 Center for the Study of Reading TECHNICAL REPORTS U.S. DEPARTNENT EDUCATION ()Voce of Educe toonsl Retesech and improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Nit True document has been reproduced an received from the Demon or orgentiabon ongonatong ot. O Minor changes have been made to omptove reproduction Quality Points of ye Or OPhoOne Mit dOcw moot do not w neCesuroly represent of OERI poen4on or policy "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL. RESOURCES INFORMATION CENTER (ERIC) College of Education UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN 174 Children's Research Center 51 Gerty Drive Champaign, Illinois 61820 CENTER FOR THE STUDY OF READING Technical Report No. 610 CHANGING MIDDLE SCHOOL STUDENTS' MODELS OF LITERACY THROUGH COGNITIVE STRATEGY INSTRUCTION Valerie Anderson Centre for Applied Cognitive Science Ontario Institute for Studies in Education C. K. E. Chan Faculty of Education St. Mary's University of Nova Scotia Richard Henne University of Illinois at Urbana-Champaign