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Four-day instructional cycle moving from explicit instruction to collaborative application

Design · All designs
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description

The intervention organized instruction into repeating 4-day cycles: "The intervention followed a specific sequence of instruction in 4-day instructional cycles." Day 1 provided explicit instruction and tutor modeling; Day 2 added supported and independent practice; Day 3 gave independent practice with trade books; Day 4 used a collaborative reading approach with student coaches applying the strategy to a biographical text. This sequence scaffolds learners from modeling toward peer-mediated application.

Design Implications

Context

Requirements

  • Tutors use scripted modeling language and prompts; a coach cue chart supports peer prompting on Day 4

Constraints

Target Learners

  • Upper elementary students with comprehension difficulties

Learning Goals

  • Independent application of comprehension strategies across before, during, and after reading

Claims

  • Plug In Comprehension Strategy Element

Examples

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Key Sources

  • Kristen D. Ritchey, Kimberly Palombo, Rebecca D. Silverman, and Deborah L. Speece. (2017). Effects of an Informational Text Reading Comprehension Intervention for Fifth-Grade Students. Learning Disability Quarterly, 40(2). https://doi.org/10.1177/0731948716682689
Page metadata
Field Value
type design
id four-day-strategy-instruction-cycle
title Four-day instructional cycle moving from explicit instruction to collaborative application
description The intervention organized instruction into repeating 4-day cycles: "The intervention followed a specific sequence of instruction in 4-day instructional cycles." Day 1 provided explicit instruction and tutor modeling;...
status review
generated by process:settle-candidates on 2026-11-02
trust unverified — no one has confirmed this page's content
sources 1 — kristen-d-ritchey-2017

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