Abstract
Reading instruction for middle- and high-school students is focused on vocabulary and comprehension, yet research suggests that comprehension skills among these students are alarmingly low. Small-group reading interventions are becoming more prevalent in schools, but there are few studies regarding small-group reading comprehension interventions. The current study compared the effectiveness and efficiency of two evidence-based small-group interventions for struggling eighth-grade readers. All participants received a text previewing comprehension strategy and a keyword preteaching strategy in counterbalanced order. Results suggested similar effectiveness between the two strategies but efficiency greatly favored the keyword strategy. Directions for future research are included.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
