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To Cue or Not to Cue: Using Mnemonic Cueing Strategies to Improve Reading Comprehension in Struggling Secondary Students

To Cue or Not to Cue: Using Mnemonic Cueing Strategies to Improve Reading Comprehension in Struggling Secondary Students. Amy Petzold EDU 306 Teaching Reading- Adolescents 21 April 2011. Focus Statement:.

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To Cue or Not to Cue: Using Mnemonic Cueing Strategies to Improve Reading Comprehension in Struggling Secondary Students

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  1. To Cue or Not to Cue: Using Mnemonic Cueing Strategies toImprove Reading Comprehension in Struggling Secondary Students Amy Petzold EDU 306 Teaching Reading- Adolescents 21 April 2011

  2. Focus Statement: • How do mnemonic cueing strategies affect reading comprehension in struggling high school students?

  3. SCAN and RUN Salembier (1999) devised a mnemonic cueing strategy called SCAN and RUN that involves: • Pre-reading activities such as: looking at headings, visuals, boldface words, and reading chapter questions • During reading activities including: adjusting reading speed to accommodate for difficult passages, using context clues to determine the meaning of unknown words, and placing a checkmark by passages that the reader does not understand

  4. TELL Ridge and Skinner (2011) implemented the TELL pre-reading strategy which involves: • Analyzing the title and passage for clues related to content • Examining important words • Finding the meaning of unknown words • Looking for clues in the text to determine the setting

  5. ART McCallum et al. (2011) studied the ART strategy that involves: • Generating questions about the text before reading • Checking for understanding while reading • Summarizing the text after reading

  6. Synthesis of Common Steps to Form the TECC mnemonic cueing strategy • Title • Turn all titles and subheadings into a who, what, when, where, why or how question before reading that the user will answer as (s)he reads • Examine • Examine pictures, graphs, boldface words, and any other key elements in the text before reading • Context Clues • Use context clues while reading to determine the meaning of unknown words • Check for Understanding • While reading, place a checkmark beside each paragraph understood. For paragraphs not understood, decide whether to reread the paragraph immediately or reread the paragraph after finishing the section.

  7. Research Questions • How does the TECC reading comprehension strategy affect the reading comprehension of struggling high school students? • How do students respond to the TECC reading comprehension strategy?

  8. Description of Research Population • This study took place in a reading intervention classroom where all students in the class were considered struggling readers by the school. • Of the 14 students studied, 11 of the students had IEPs including: • One Limited English Proficiency student with a learning disability • Six other students with learning disabilities • One cognitively disabled student • One emotionally or behaviorally disabled student • Two other students with other health impairments

  9. Data Gathering Procedures • Two student surveys • One to assess student reading comprehension and reading practices • One to assess student responses to the TECC strategy • Two comprehension quizzes • One taken before the implementation of the TECC strategy • One taken after the implementation of the TECC strategy

  10. Data Analysis Did you like using the TECC strategy? Do you think that you will use the strategy on your own? Did you find the TECC strategy useful in understanding what you read?

  11. Results • Based on the comprehension quizzes, the TECC mnemonic cueing strategy was not as affective as the strategies used by Salembier (1999), Ridge and Skinner (2011), and McCallum et al. (2011) in improving the comprehension scores of struggling readers. Contributing factors may include: • Limited time devoted to this study • The strategies used by Salembier (1999) and McCallum et al. (2011) were not tested on struggling secondary students • The majority of participants on IEPs • However, the students provided much better answers to the critical thinking questions on the quiz using the TECC strategy • This indicates that the TECC strategy may have a positive affect on comprehension rates despite the lowered scores on the second quiz.

  12. Conclusion • The TECC strategy would need to be studied further before being deemed successful or unsuccessful in improving the reading comprehension levels of secondary students. • Various reading strategies need to be taught even to secondary students. • Reading is a complex skill that involves a lot of time and practice for students to become fluent readers.

  13. References McCallum, R. S., Krohn, K. R., Skinner, C. H., Hilton-Prillhart, A., Hopkins, M.,Waller, S., & Polite, F. (2011). Improving reading comprehension of at-risk high-school students: The ART of reading program. Psychology in Schools, 48(1), 78-86. Ridge, A. D., & Skinner, C. (2011). Using the TELLs prereading procedure to enhance comprehension levels and rates in secondary students. Psychology in Schools,48(1), 46-58. Salembier, G. B. (1999). SCAN and RUN: A reading comprehension strategy that works. Journal of Adolescent & Adult Literacy, 42(5), 386-394.

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