Literature Webbing Predictable Books: A Prediction Strategy that Works with Poor Readers
Document Type
Article
Journal/Book Title/Conference
Reading Research and Instruction
Volume
30
Publication Date
1991
First Page
20
Last Page
30
Abstract
This study examined the effect of using a literature webbing strategy lesson and predictable books with 22 below‐average first‐grade readers. Because below‐average readers often require direct instruction to identify the way in which the structure of text can enhance comprehension, a literature webbing strategy lesson was tested as a means of helping these readers. Results from a designed regression analysis indicated that the literature webbfng strategy lesson was significantly more helpful in improving below‐average readers’ comprehension as measured by miscues in oral reading and answers to comprehension questions than was a DL/RTA approach. The literature webbing strategy lesson accounted for between 5% and 25% of the variance among the below‐average readers performance on oral reading miscues and answering comprehension questions. In consequence of these findings, the authors cautiously advocate the use of literature webbing strategy lessons to improve below‐average first‐grade readers’ oral reading and comprehension of text.
Recommended Citation
Reutzel, D. R., & Fawson, P.C. (1991). Literature Webbing Predictable Books: A Prediction Strategy that Works with Poor Readers. Reading Research and Instruction, 30 (summer), pp. 20-30.
