Reading Comprehension In Grade Research Articles

Developing a Multimodal Interactive Learning Environment to Enhance the Reading Comprehension of Grade 4 Students in the UAE Public Schools

The research aimed to develop and validate a Multimodality Interactive Learning Environment (MILE), in order to enhance the reading comprehension skills of Grade 4 students in the United Arab Emirates (UAE) public schools. The reading comprehension skills and strategies were drawn from Davis’s (2013) model Building Comprehension Strategies, which include: making the connection, visualization, prediction and pre-prediction, asking and answering questions, inferencing, retelling and paraphrasing, and summarization. Since the international exam for Progress in International Reading Literacy Study (PIRLS) targets Grade 4 students, the MILE was developed pedagogically and technologically to address specific and well-selected activities for Grade 4 students to practise cognitive skills and strategies related to the intended curriculum and syllabus. The study was guided by a developmental and design-based research approach. The MILE was designed on the basis of the Four Components of the Instructional Design model (4C/ID); and it was validated in a public school in Abu Dhabi, UAE. The participants were 27 students from Grade 4. The research findings showed that the proper design of MILE to enhance Arabic reading comprehension is a combination of constructive learning, based on self-generated activities and cognitive strategies. In addition, the proposed MILE was designed for a progression of 200% among low-level committed students. The ‘retelling and paraphrasing’ skills were the easiest, whereas ‘summarisation’ was the hardest. Based on these findings, the research suggested some recommendations, in order to ensure the quality of the learning, and the assessment of the Arabic language in the UAE public schools.

Module Readability, Reading Skills, and Reading Comprehension of Grade 8 Students

This survey-correlational research aimed to determine the levels of readability of the grade eight English manual, reading skills, which constitute vocabulary and fluency, and the students’ reading comprehension of the grade eight students. The “standard” readability level of the grade 8 learners’ module indicates that the literary pieces and readings included in it are comprehensible. Grade 8 students are proficient readers; they have the skill in vocabulary and fluency. They can pronounce most of the words with accuracy and understand most of the English words and even give meaning to them. The level of reading comprehension of the grade 8 students is developing. The significant difference on the students’ reading skills in terms of age, monthly family income, fathers’ educational attainment and mothers’ educational attainment indicate that these factors affect the gaining of the students of their reading skills except when classified into sex. Thus, the reading skills of the grade eight students vary in terms of age, monthly family income, fathers’ educational attainment and mothers’ educational attainment. The significant difference on the students’ reading comprehension in terms of monthly family income, mothers’ educational attainment and fathers’ educational attainment may signify that the aforementioned factors contribute to the acquisition of the ability of the students to comprehend except with sex and age. The reading skills of the students are not significantly related to the readability of the material. The same is true with the module readability and reading comprehension, no significance has been identified. On the other hand, students’ reading skills are significantly related to their level of reading comprehension. Looking into the relationship of reading skills to reading comprehension and finding no relationship among readability with reading skills and reading comprehension, it is seen that the factor of learning relies on the students.

Intervention combining cooperative learning and instruction in reading comprehension strategies in heterogeneous classrooms

The aim of this study was to investigate the effects of intervention, combining instruction in cooperative learning and reading comprehension strategies on students’ reading comprehension in grade 5. The teachers in the experiment group implemented the intervention while the teachers in the control group received training in reading comprehension strategies and taught as usual. Students in the experiment group and control group participated in tests of reading comprehension before and after the intervention. The results showed that being a part of the experiment group did not lead to greater gains in reading comprehension above the control group. Students of teachers who did not fully implement the intervention attained higher scores on reading comprehension than students in the control group. Students of teachers who fully implemented the intervention, on the other hand, received lower scores. The results are discussed with regard to research on teachers’ integration of intervention into their instructional routines.

The effects of a ‘catch-up’ reading intervention for Grade 5 learners and teachers

This article reports on the effectiveness of a reading comprehension intervention that was implemented in Namibia. It aimed to empower teachers with knowledge and strategies for teaching reading comprehension, so as to improve the low reading comprehension of Grade 5 learners. The intervention targeted the improvement of performance in both the decoding and comprehension aspects of reading and was carried out during two school terms, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources and coaching on instructional practices. The study involved two control and two intervention schools. A modest interventionist approach was applied in which four of the six quality criteria for formative assessment of intervention programmes, as proposed by Nieveen (2007) were adopted to guide the study. Analysis of the pre- and post-intervention scores for the intervention and control groupsindicated larger effect sizes in decoding ability and reading comprehension at the intervention schools than at the control schools. The intervention teachers also seemed to have changed some of their instructional practices and some shifts in their attitudes towards teaching reading were discerned. The findings suggest that better quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. With effective reading instructional practices, learners’ decoding skills are developed, resulting in improved reading comprehension levels.

The Teaching Strategy in Reading Comprehension in Grade 2 Students of MtsN Serdang Bedagai

This research was aimed to figure out the strategies used by English teachers in teaching reading and how they applied the strategies. It was designed as descriptive qualitative research. Participants of the research were two English teachers who taugh the 2 grade the students. Each English teacher had eight meetings observed by the researcher. The research instruments aere strategies checklist and interview. They were used to figure out the strategies used and how the English teachers applied the strategies in teaching reading comprehension. The result of the data were analyzed and broken down into three stages or Data Reduction, Data Display, and Drawing Conclusion or Interpretation. The previous studies showed that the teachers’ strategies were very effective in teaching reading comprehension. On the other hand, the use of too many strategies would affect students’ performances in learning reading comprehension. This reason was contradicted with the conducted the researcher in Junior High School Number 9 Bengkulu. This research showed that the teachers in applying strategies only use two or three strategies. Combination of some strategies was more appropriate comparemany strategies used by the teachers. The students would be more focused if the teacher used fewer strategies but well applied in teaching reading comprehension.

Word Reading, Reading Comprehension, and English Performance among Elementary Pupils: Basis for Designing Intervention Program

The issues and concerns regarding the reading competency of the majority of elementary school students have long been a source of contention in public schools. In order to meet the Department of Education's reading competency target for all primary grades, teachers have faced significant obstacles in implementing the innumerable strategies that have been developed. As evidenced by the large number of studies that demonstrate a link between reading competency and other findings such as academic achievement, literacy, and other factors, developing reading skills is perilous for learners' cognitive education. It is the teacher's instinctive strength in dealing with these problems in the broad sense of learners' reading competency and its relationship with their academic performance that is taken into consideration, including things like word reading, reading comprehension, and academic performance in English. This study investigated the levels of word reading and reading comprehension of Grade IV students as measured by the Phil-IRI assessments, and the relationship between these levels and their academic performance. This research was conducted among 201 Grade 4 students enrolled in schools in the Northern District of Nueva Vizcaya, who were identified using the G*power calculator as being from the study's target population. The data came from the Phil-IRI assessment tools, which focused on the students' word reading and reading comprehension skills, together with the students' overall academic performance in English, which was collected through interviews. Independent, instructional, and frustration reading levels were identified in the students' reading abilities. The researcher used descriptive and inferential approaches to examine the data, which included weighted mean, frequency, and percentage. In order to show the students' levels of word reading and reading comprehension, as well as their academic performance in English, descriptive approaches were chosen. The correlational methods were used to investigate the relationships between the factor variables. The findings revealed that the majority of students chose to read independently and comprehend the texts they were given. Only a few of them experienced feelings of frustration. The vast majority of them performed admirably. Furthermore, there were statistically significant positive relationships between the variables. Given the fact that the variables were positively related to one another, an intervention program to close the gap was proposed.

Paired Reading Strategy and Comprehension Level Among Grade 10 Students

This study aimed to determine the effectiveness of paired – reading strategy in improving the reading comprehension of Grade ten learners. In this study, the subjects were profiled first about their age, sex, parents’ highest educational attainment, family income and availability of reading materials. Then, the subjects reading comprehension level was also determined before and after the exposure in paired – reading strategy.The subjects of this study are the Grade 10 – Ruby learners which are assigned as control group and Grade 10 – Jade learners which were assigned as experimental group. Both groups are enrolled in Palina East National High School, Urdaneta City, Pangasinan, where the study was conducted, during the school year 2019 – 2020.In this study, the researcher utilized descriptive research design in addressing the problems about the profile of the subjects and their reading comprehension level. Then, a quasi - experimental research design was also used to determine the effectiveness of paired reading strategy in improving the reading comprehension of the learners. And in gathering the data needed in this study, a test which is the Oral Reading Comprehension assessment was utilized.Findings of the study revealed that both groups, the control and the experimental group, are at the literal level of reading comprehension before exposing to paired – reading strategy, then after the experimentation, the control group reached the interpretive level of reading comprehension while the experimental group reached the applied level of reading comprehension. Results were further supported by the findings of test of difference between the post-test of both groups which revealed that the experimental group had statistically better performance compared to the control group. Thus, paired reading strategy is more effective than traditional teaching in facilitating reading comprehension among learners.

Acoustic Features of Oral Reading Prosody and the Relation With Reading Fluency and Reading Comprehension in Taiwanese Children.

The study aimed to examine whether oral reading prosody-the use of acoustic features (e.g., pitch and duration variations) when reading passages aloud-predicts reading fluency and comprehension abilities. We measured vocabulary, syntax, word reading, reading fluency (including rate and accuracy), reading comprehension (in Grades 3 and 4), and oral reading prosody in Taiwanese third-grade children (N = 109). In the oral reading prosody task, children were asked to read aloud a passage designed for third graders and then to answer forced-choice questions. Their oral reading prosody was measured through acoustic analyses including the number of pause intrusions, intersentential pause duration, phrase-final comma pause duration, child-adult pitch match, and sentence-final pitch change. Analyses of variance revealed that children's number of pause intrusions differed as a function of word reading. After controlling for age, vocabulary and syntactic knowledge, and word reading, we found that different dimensions of oral reading prosody contributed to reading rate. In contrast, the number of pause intrusions, phrase-final comma pause duration, and child-adult pitch match predicted reading accuracy and comprehension. Oral reading prosody plays an important role in children's reading fluency and reading comprehension in tone languages like Mandarin. Specifically, children need to read texts prosodically as evidenced by fewer pause intrusions, shorter phrase-final comma pause duration, and closer child-adult pitch match, which are early predictive makers of reading fluency and comprehension.

Influence of Language Preference on Vocabulary Proficiency and Reading Comprehension of Selected Grade 10 Bilingual Students at MSU Sulu Laboratory High School

The primary purpose of this study is to determine the influence of language preference on bilingual student’s vocabulary and reading comprehension among selected Grade 10 students of the Mindanao State University- Sulu Laboratory High School. The respondents were taken from Grade 10 classes with a total of ninety (99) student respondents. The data consisted of the scores of vocabulary proficiency test and reading comprehension test administered to the pupils. Furthermore, this study made use of a standardized test for vocabulary proficiency and reading comprehension. This study made use of the descriptive-quantitative research design to determine the influence of language preference on student’s vocabulary and reading comprehension among the bilingual Grade 10 students of the Mindanao State University-Sulu Laboratory High School. This study yielded the following findings: (1) Majority of the Grade 10 students of Mindanao State University-Sulu Laboratory High School prefer to use their vernacular language or lingua franca (L1), Bahasa Sug and English; (2) The level of vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (3) No significant relationship exists between language preference and vocabulary proficiency of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; (4) The level of reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School is proficient to advance levels; (5) There is no significant correlation between language preference and reading comprehension of bilingual Grade 10 students of Mindanao State University- Sulu Laboratory High School; and (6) There is no significant relationship between vocabulary proficiency and reading comprehension of bilingual Grade VI pupils. Based on the findings, it can be concluded that there is no significant relationship between language preference and vocabulary proficiency and likewise for language preference and reading comprehension of bilingual Grade 10 students. This only draws one conclusion that language preference of bilingual Grade 10 students does not influence the bilingual children’s vocabulary proficiency and reading comprehension. This finding invites possible evaluations and further studies of the Grade 10 curriculum, empowering English language, and pupil-related factor to determine the outlook of the pupils. Based on the said findings, the researcher would like to recommend the following: (1) This study would help future researchers which will comprehensively assist the pupils for a more effective and relevant vocabulary and reading enhancement activity to advance their skills; (2) This study would aid future studies that will explore the factors regarding the influence of language preference on children’s vocabulary proficiency and reading comprehension; and (3) This study would serve as an appraisal of enhancing to advance the skills of the children on vocabulary proficiency and reading comprehension.

MENERAPKAN KONSEP DASAR DALAM MEMBACA DENGAN METODE TUTOR SEBAYA DALAM RANGKA MENINGKATKAN KEMAMPUAN MEMBACA PEMAHAMAN SISWA KELAS IV DI SDN 4 MONTONG BETOK TAHUN PELAJARAN 2020/2021

Applying Basic Concepts in Reading with the Peer Tutor Method in Order to Improve Reading Comprehension of Grade IV Students at SDN 4 Montong Betok for the 2020/2021 Academic Year. This study aims to determine student learning outcomes through the Peer Tutor Method, in learning Indonesian. This research was conducted in the form of Classroom Action Research. The stages carried out are: Action Planning, Action Implementation, Evaluation/Observation and Reflection. The subjects of this study were fourth grade students in the odd semester of the 2020/2021 academic year. as many as 29 people. The research data are: (1). Student learning outcomes are collected through learning outcomes tests. (2). Student activities were collected through observation guidelines. Data were analyzed descriptively qualitatively. From the results of data analysis, it was found that the increase in students' reading ability can be seen from the increase in the average and completeness of student learning from cycle I to cycle II. In the first cycle the average score of students is 67.5 and in the second cycle the average value is 75.44, or it can be seen that the calculation of the percentage of classical completeness from the first cycle to the second cycle is 62% to 85%. Students who completed the first cycle were 21 students while those who did not complete were 13 (38%) people. But in the second cycle, 29 students (85%) completed and 5 students did not complete (15%). Based on the results of the data above, Peer Tutors can be used as a strategy in the learning process.

The Use Of Listen Read Discuss (LRD) Strategy To Improve Student’s Reading Comprehension

The objective of this research is to find out whether the use of LRD Strategy can improve reading comprehension of grade ten students particularly in descriptive text. This researcher applied a quasi-experimental research design. The population of this research was grade ten students of SMK Negeri 6 Palu which consist of 108 students. The sample of this research was 36 students of class X TKJ 2 and considered as the experimental class while 36 students of class X TKJ 3 as the control class. The sample was selected using cluster random sampling technique. The technique of data collection was test that includes pre-test and post-test. While the mean score of pre-test in experimental class was about 49.71, the control class is 58.09. In post-test, experimental class got 64.76. On the other hand, the control class got 61.13. By applying 0.05 level of significance and 28 degree of freedom (df), as seen tha table that the value of t-counted is (2.12) and t-table is (1.703). The t-counted value is higher than t-table, which means that the research hypothesis is accepted. Therefore, the use of LRD Strategy can improve students’ reading comprehension in descriptive text.

Developmental profiles of reading fluency and reading comprehension from grades 1 to 9 and their early identification.

This study examined developmental profiles of reading fluency and reading comprehension in Grades 1 to 9 (ages 7 to 15) in a large Finnish sample (N = 2,518). In addition, early predictors of the profiles were analyzed with respect to kindergarten cognitive skills (phonological awareness, letter knowledge, rapid automized naming [RAN], number counting, word reading, vocabulary, and listening comprehension), parental factors (level of education, reading difficulties), and gender. Four different profiles of reading fluency and reading comprehension development were identified using latent profile analysis. These comprised one profile with persistent reading difficulties across the grades, one with early poor reading skills but with a resolving tendency, one with average reading skills, and one with good readers who started with very high reading fluency but scored average over time. Of the kindergarten measures, parental reading difficulties, being male, low paternal level of education, slow RAN, difficulty in reading easy words, and low scores in phonological skills, letter knowledge, number counting, and vocabulary predicted reading difficulties. The children belonging to the profile with the resolving tendency showed an increased rate of family risk and multiple cognitive deficits but managed to resolve their reading difficulties. Being female, and good number counting and vocabulary skills predicted a tendency to resolve early reading difficulties. The results confirm the previous findings on the early predictors of reading difficulties and add to the literature by identifying skills that predict resolving patterns. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The simple view of reading in French second language learners

This longitudinal study examined the relative contributions of word reading accuracy, word reading fluency and linguistic comprehension to reading comprehension from Grade 1 to Grade 2 in Canadian children who speak French as an L2. French is an opaque orthography but it is more consistent in how graphemes are mapped to phonemes than English. A total of 183 Non-Francophone children enrolled in French immersion programs in Canada (M = 80.91, SD = 3.61) were followed for one year from Grade 1 to Grade 2. The participants completed French measures of word reading accuracy, fluency, receptive vocabulary, and reading comprehension in each grade. The results showed that word reading fluency was a significant predictor of reading comprehension in both Grades 1 and 2. Additionally, word reading accuracy, word reading fluency and vocabulary all contributed to reading comprehension in Grades 1 and 2 and the magnitude of the contribution of each component remained similar across the two grades. Our findings provide support to the SVR model in young French L2 learners and highlight the importance of word reading fluency in reading comprehension in French.

The Effectiveness of Whatsapp in Teaching Reading in SMP Muhammadiyah Purwareja Klampok

In this global era, technological development gives an impact on every aspect of human life. The growth of technology improves the way people connect. It causes much growth up of social media that allows us to communicate with a much broader group of people in long-distanceOne of the most popular social media which are used by Indonesian people is WhatsApp. WhatsApp is one of the effective applications that used to online interact with other people. It is so simple and easy to use, we can use WhatsApp wherever and whenever just by mobile phones. Besides sending text messages, WhatsApp also allows the users to share various files, such as images, sound, video files, and location, and it can make a group chat. It is so easy to be used as a learning medium in online learning. The aim of this study was to find out about the effectiveness of use WhatsApp by the teacher in teaching reading skills in junior high school. This research was qualitative. The subjects of this research were students of eighth grade A and B at SMP Muhammadiyah Purwareja Klampok. In collecting the data, the researcher was interviewing the teacher about the use of WhatsApp media in teaching reading, and students were given a questionnaire to report their experience about the effectiveness of WhatsApp in developing their reading skills. Findings from interviews result, the teacher stated that 80% of students’ score of tasks and tests are correct, and students’ responses to the questionnaire revealed that WhatsApp media was very effective in developing their reading skills. It can be inferred that using WhatsApp as a medium in teaching reading comprehension in eighth grade at SMP Muhammadiyah Purwareja Klampok is very effective to improve students reading skills because WhatsApp is very easy and affordable for students to use.

Working memory and fluid intelligence predict reading comprehension in school‐age children: A one‐year longitudinal study

SummaryThe present study analyzed the joint predictive role of verbal working memory (WM), verbal short‐term memory (STM), fluid intelligence, and intelligence mindset in reading comprehension, controlling for prior reading comprehension performance, in typically developing Spanish‐speaking school‐aged children. A sample of 83 children aged 9–10 years old were evaluated at fourth grade of primary school, with measures of verbal WM, verbal STM, fluid intelligence, intelligence mindset and reading comprehension; then with the measure of reading comprehension after 1 year, during fifth grade. Results showed that controlling for prior performance, verbal WM and fluid intelligence significantly predicted reading comprehension after 1 year, whereas verbal STM and intelligence mindset did not make a significant contribution. These results indicate that when jointly considered, a higher level of verbal WM and fluid intelligence in fourth grade is related to a better performance in reading comprehension in fifth grade. Possible explanations and implications of these results are discussed.

English Language Learners’ Comprehension of Logical Relationships in Expository Texts: Evidence for the Confluence of General Vocabulary and Text‐Connecting Functions

AbstractConjunctions facilitate text cohesion and comprehension by making explicit the logical relationships between ideas in written language. Conjunctions may be challenging for English language learners (ELLs) because of their novel, abstract, and text‐connecting role. In this longitudinal study we aimed to clarify the connections among comprehension of logical relationships, general vocabulary knowledge, and reading comprehension in elementary school‐aged ELLs. We assessed these skills—along with decoding, working memory, and nonverbal reasoning—in 74 ELLs in Grades 3 and 4. Path analysis revealed that comprehension of logical relationships was a direct predictor of concurrent reading skills in Grades 3 and 4, and an indirect predictor of reading comprehension in Grade 4, where vocabulary and prior comprehension performance acted as partial mediators. Results point to the confluence of general vocabulary with conjunctions in contributing to individual differences in ELLs’ reading comprehension. Conjunctions represent a specialized form of vocabulary knowledge that should not be subsumed developmentally or instructionally under general vocabulary knowledge.

Vocabulary learning strategies of South African English First Additional Language learners

This article reflects the qualitative part of a doctoral degree thesis, in which the researchers used an explanatory, sequential, mixed-methods research design to investigate the role of English academic vocabulary in the reading comprehension of Grade 11 English First Additional Language (EFAL) learners in a district in South Africa. The study represents an attempt to investigate which vocabulary learning strategies (VLS) the learners used. To this end, the researchers employed a focus group discussion to collect data from a sample comprising eight (n=8) Grade 11 EFAL learners. The data were analysed using content analysis. The findings revealed that it is important to explore and broaden learners’ VLS knowledge. Also, the results showed that learners can take control of their vocabulary learning as long as their teachers are trained to offer them opportunities to learn and practise those strategies. It is recommended that stakeholders become conscious of the VLSs which learners in the EFAL environment use, so that the former can design and deliver vocabulary instruction and training accordingly. The teacher needs to assist learners in becoming independent learners during EFAL vocabulary learning. This can be done by exposing them to different VLSs.

READING COMPREHENSION THROUGH EXPLICIT INSTRUCTION AMONG GRADE ONE PUPILS

This action research was conducted to investigate the effect of using explicit instruction in improving reading comprehension of Grade one pupils. . There are 45 participants in this study. Explicit Instruction is a teaching strategy that involves five specific procedures. This includes an introduction, modeling, guided practice, group practice, and independent practice which was used to improve reading comprehension. The study was conducted at Catalanacan Elementary School in the Division of the Science City of Munoz. The Philippines This study employed a true experimental design, specifically a two-group pretest, posttest study design. Results showed the pretest performance level of the participants was below standard. On the other hand, their performance level was meeting the standard. The test of the significant difference between the pretest and posttest of the respondents. It displays that a computed t-value of 20.13 is greater than the critical t - the value of 1.68. This means that there is a significant difference between the mean of the pretest and posttest of the respondents after the explicit instruction was used.

English and Spanish Predictors of Grade 3 Reading Comprehension in Bilingual Children.

Purpose The purpose of this study was to examine the kindergarten, first-, and second-grade predictors of reading comprehension in bilingual children. Specifically, we evaluated the role that Spanish and English skills play in predicting English reading comprehension in third grade. Method As part of a longitudinal study, 248 bilingual children were followed from prekindergarten to third grade. Participants completed Spanish and English measures in the spring of each academic year. We reported results on measures of oral language, memory, and literacy skills that were 1administered in kindergarten, first, second, and third grade. Results Analysis under the structural equation modeling framework indicated that English oral language and word reading are the strongest predictors of English reading comprehension in third grade. Furthermore, results supported previous evidence indicating that Spanish language skills make significant direct and indirect contributions to the English oral language and word reading skills that predict reading comprehension. Discussion This study provides a comprehensive view of the language resources that Spanish-English bilinguals use for reading comprehension. In light of previous evidence, we discuss our findings and offer theoretical and practical implications. Supplemental Material https://doi.org/10.23641/asha.14083373.

Structure Altering Effects of a Multicomponent Reading Intervention: An Application of the Direct and Inferential Mediation (DIME) Model of Reading Comprehension in Upper Elementary Grades

We evaluate the direct and inferential mediation (DIME) model for reading comprehension with a sample of struggling readers in Grades 3 to 5 (N = 364) in the context of a large-scale randomized controlled trial (RCT) investigating two theoretically distinct reading interventions (text processing + foundational skills [n = 117] or text processing only [n = 120]) and a control condition (n = 127). We investigate whether the intervention affects not just reading comprehension levels, but also how variables within the reading system interrelate. This approach allows the focus to shift from intervention as influencing a change in reading comprehension status to a complex set of processes. We fit structural equation models (SEMs) to evaluate the DIME model at baseline and a change model that included reading comprehension and word reading at posttest. There were no significant mean differences between groups in reading comprehension. However, significant differences emerged on the direct and indirect effects of background knowledge, vocabulary, word reading, strategies, and inferencing on comprehension across grade levels and treatment conditions. Related to treatment groups, background knowledge, vocabulary, and inferencing were significantly related to comprehension at posttest for students who received text processing and/or foundational skills interventions. The results have implications for the direct instruction of higher-order reading skills in the context of multicomponent interventions.