The instructional features of an effective and practical intervention for significant improvements in reading comprehension

Gail S. Brown, Herbert W. Marsh, Rhonda Craven, Mary Cassar

    Research output: Chapter in Book / Conference PaperConference Paper

    Abstract

    ![CDATA[This presentation outlines the instructional features of an effective instructional program in question-answering that has empirical support for statistically significant improvement in reading comprehension. The presentation overviews the features of effective instruction in terms of both lesson presentation and lesson content. Comparisons are made between the question-answering intervention and other programs used in classrooms and commercially available reading programs. The use of these instructional features increases the likelihood of successful learning by all students, including some students with special needs, within regular classrooms. More importantly, this instructional design increases the likelihood of errorless learning by many students. The potential effects of errorless learning on students' attitudes to learning and confidence are outlined. The presentation includes a workshop involving participants in experiencing the difference between effective and ineffective instruction. The application of this instructional design will be extended to a numeracy program and a range of syllabus areas.]]
    Original languageEnglish
    Title of host publicationAustralian Association for Research in Education 2005 conference papers
    PublisherAustralian Association for Research in Education
    Number of pages1
    Publication statusPublished - 2005
    EventAustralian Association for Research in Education. Conference -
    Duration: 2 Dec 2012 → …

    Publication series

    Name
    ISSN (Print)1324-9339

    Conference

    ConferenceAustralian Association for Research in Education. Conference
    Period2/12/12 → …

    Keywords

    • reading comprehension
    • study and teaching

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