Dr. Marie Tejero Hughes

Assistant Professor
College of Education
University of Illinois, Chicago


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Professional Development: Reading Comprehension Strategies

In recent years, research in reading instruction has made considerable progress in understanding how students learn to read. One consistent finding is that many students' reading difficulties stem from a failure to read strategically and to monitor their comprehension. Teachers need to demonstrate and model these reading strategies for students until the students are able to carry them out independently. Teachers need to be explicit about how to apply a particular strategy, and students should have several opportunities to practice the strategy under their teacher's direction before they can be expected to use the strategy on their own. Teachers also need to guide students in understanding that a particular strategy will be more helpful with some reading assignments and will not work with others. Although a number of studies have focused on reading comprehension, some questions remain unanswered. In particular, more information is needed on ways to train teachers how to use comprehension strategies in their classrooms.

During the course of this project, four 4th to 5th grade general education teachers in one Chicago school who are interested in further developing their reading comprehension knowledge will participate in a professional development study group. Students at the school are primarily Mexican or Mexican-American, and the majority are in free or reduced-cost lunch programs. The focus of the study group will be to incorporate comprehension strategies throughout the curriculum to meet the needs of all students, but particularly on students having difficulties with comprehension including students with learning disabilities. The teachers will meet as a group several times during the project to discuss comprehension strategies, exchange ideas, and reflect on their teaching. In addition, teachers will meet individually with the researcher to discuss particular students in their class and plan instruction. Researchers will also visit classrooms weekly to observe lessons and assist the teacher. Students will be administered reading comprehension measures at the beginning of the year and at the end of the project.