| Recent observations have shown that very little comprehension strategy instruction is occurring in the classroom (Sweet & Snow, 2002). In 2000, the National Reading Panel called for researchers to investigate which teacher characteristics influenced instruction of reading comprehension. Due to the increase in standardized testing, which is comprised of up to 85% informational text, research is needed that investigates whether instruction on how to comprehend informational texts is occurring (Calkins, Montgomery, Santman & Falk, 1998).;This mixed-methods study investigated the following research questions: (1) Does a school that consistently reports a high percentage of advanced level MCAS scores on the Grade Three English Language Arts Reading Comprehension Test employ research-based comprehension strategies for improving children's reading?; (2) How do they use information books and comprehension strategies?; and, (3) What about the culture of the school culture supports reading comprehension?;Using a purposeful sampling procedure, I interviewed four elementary school teachers and their principal for the study. The data resources used for the study were semi-structured interviews, observations, visual data, and artifacts that were managed and analyzed with NVIVO7 software.;The analysis of the data revealed that Davisville Elementary implements strategies and programs that are intended to improve standardized reading comprehension test scores. They utilize teacher-directed instruction, they use information books in a very limited way, and they have created a school culture that supports high performance on standardized reading comprehension tests.;The findings from this study suggest implications in regards to teachers' practices including examples of work habits, school programs and instruction that's closely aligned to the curriculum.;Further research that focuses on how teachers use comprehension strategies in their instruction needs to be conducted by reading researchers. |
