Comprehension instruction in resource rooms consisted mostly of teacher question-and-answer monitoring rather than explicit comprehension-strategy instruction¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Reading-comprehension monitoring, mostly teachers asking questions after reading, made up 66.3% of comprehension time, while comprehension-strategy instruction was 6.8% of total observed instruction. → Swanson 2010
Evidence¶
Swanson 2010¶
Swanson, E. A., & Vaughn, S. (2010). An Observation Study of Reading Instruction Provided to Elementary Students With Learning Disabilities in the Resource Room. Psychology in the Schools, 47(5). https://doi.org/10.1002/pits.20484
q2 · i? · associational · r1
Observational results: comprehension totaled 557 minutes (25.6% of instruction) with average quality 3.08. "Reading-comprehension monitoring—comprised mostly of teachers ask- ing questions after reading—represented the most commonly observed type of comprehension instruction"; only three teachers provided comprehension-strategy instruction (148 minutes).
"Reading-comprehension monitoring—comprised mostly of teachers ask- ing questions after reading—represented the most commonly observed type of comprehension instruction."
Discussion¶
Related Claims¶
- Questioning Strategies Improve Learning — related
- Reciprocal Teaching Improves Reading Comprehension — related
- Self-questioning improves comprehension — related
- Reading Strategy Instruction Improves Comprehension — related
- Teachers and students in elementary resource rooms remained on task during reading instruction, with overall student engagement averaging 2.76 on a 3-point scale — related
- Phonics/word study occupied the largest share of observed resource-room reading instruction (32%) at high-average quality, but a quarter was rated weak — related
- Comprehension assessment questioning dominated over instruction, with only six question-answer sessions classified as instruction — possibly the same claim (merge candidate)
- Social studies periods gave little preparation for reading (1.73 percent) and focused assessment questions on facts — related
- Across three schools in grades 3-6, two schools gave no time to comprehension instruction and the third gave 4 minutes — related
- Attempts at shared attention accompany supportive instruction among experienced teachers but non-supportive instruction among student teachers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
comprehension-monitoring-dominates-strategy-instruction-scarce |
title |
Comprehension instruction in resource rooms consisted mostly of teacher question-and-answer monitoring rather than explicit comprehension-strategy instruction |
description |
Comprehension instruction in resource rooms consisted mostly of teacher question-and-answer monitoring rather than explicit comprehension-strategy instruction |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2010 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — swanson-2010 |
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