CBER Research Projects

Strategic Teaching of At-Risk Students (STARS): Improving Reading Comprehension Through Story Structure Pedagogy

  • Description:

    This study aims to (1) identify students for Tier-Two instruction based on Connecticut standardized testing scores, (2) randomly assign students to instructional groups of eight within the conditions described above, (3) pretest all students in the study with Gates-MacGinitie standardized reading comprehension measure, strategy use measure, and a cloze measure, (4) deliver to students 18 weeks of intervention instruction three days per week for thirty minutes with regular progress monitoring using both a cloze procedure and a strategy use measure, and (5) posttest all students in the study on all pretest measures.

  • Research Question:
    Can reading comprehension be impored through story structure pedagogy?
  • Design:
    Random assignment of 79 at-risk 5th and 6th grade students, including students with learning disabilities and English language learners from an urban middle school, to one of two Tier-Two reading comprehension interventions: (1) Embedded Story Structure Routine, a multi-strategy reading comprehension intervention (Faggella-Luby, Schumaker, Deshler, 2007), or (2) Comprehension Skills Instruction, taught by a certified reading teacher. All instruction occurred in a ratio of one teacher to eight students.
  • Project Liason:
    Michael Faggella-Luby, Ph.D.
  • Sponsor:
    University of Connecticut Large Faculty Grant
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