Reading Comprehension Skills: Testing the Distinctiveness Hypothesis
Reading Research and Instruction
Explored the validity of the reading comprehension (RC) skills distinctiveness hypothesis. 10 teachers and 114 4th and 6th graders were assigned to a control group or to specific RC skill training groups: (1) locating details, (2) drawing conclusions, (3) finding the sequence, and (4) determining the main idea. Controls engaged in sustained reading of self-selected trade books. After the training period, all Ss completed the Barnell Loft Specific Skills Posttest assessing the 4 RC skills instructed. No differences were found between the scores of the skill instructional groups and those of the controls at the conclusion of instruction. Results argue for a unitary or holistic view of RC and suggest increasing time spent in sustained reading of self-selected materials as means of improving students' RC.
Reutzel, D. R. & Hollingsworth, P. M. (1991). Reading Comprehension Skills: Testing the Distinctiveness Hypothesis. Reading Research and Instruction, 30 (winter), pp. 32-46.