Integrating Content Knowledge-Building and Student-Regulated Comprehension Practices in Secondary English Language Arts Classes Academic Article uri icon


  • 2014, Copyright Taylor & Francis Group, LLC. Abstract: In this experimental study we examined the effects of integrating teacher-directed knowledge-building and student-regulated comprehension practices in 7th- to 10th-grade English language arts classes. We also investigated the effect of instructional quality and whether integrating practices differentially benefitted students with lower entry-level reading comprehension. The study was conducted in 6 schools, involving 17 teachers and 921 students. Teachers English language arts classes were randomly assigned to intervention (n = 36) or typical practice comparison (n = 29) conditions, and all teachers taught in both conditions. Students in both conditions grew significantly from pretest to posttest on proximal measures of narrative (ES =.09) and expository comprehension (ES =.22), as well as a standardized distal comprehension measure (ES =.46); however, no statistically significant between-group differences were found. Although intervention fidelity did not significantly influence outcomes, observational data indicated that teachers increasingly incorporated comprehension practices in their typical instruction. Effect sizes indicated a differential influence of entry-level reading comprehension on proximal and distal comprehension with higher performing readers in the intervention condition benefiting more than their lower performing peers on expository comprehension.

published proceedings


author list (cited authors)

  • Simmons, D., Fogarty, M., Oslund, E. L., Simmons, L., Hairrell, A., Davis, J., ... Fall, A.

citation count

  • 16

publication date

  • October 2014