Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read

Title:	Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read
Description:	The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. But reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards.
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Cover Date:	October 2007
Web Release:	October 29, 2007
Publication #:	REL 2007038
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Helen Apthorp, Mid-continent Research for Education and Learning; Tedra Clark, Mid-continent Research for Education and Learning.
Type of Product:	Issues and Answers Report
Keywords:	Instructional Resources and Practices Reading Special Education Students • at-risk • reading and writing Teachers • instructional practices of
Questions:	For questions about the content of this Issues and Answers Report, please contact: Gloria Vera.