Synthesized Comprehension Instruction in Primary Classrooms: A Story of Successes and Challenges

Abstract

This 8-month qualitative study investigated 3 primary classrooms' implementation of a synthesized approach to comprehension instruction that incorporated vocabulary development, cognitive strategies, and responsive engagement. Three themes emerged, including successes and challenges in (a) the implementation of the separate components of the synthesis approach, (b) the gradual release of responsibility, and (c) the classroom logistics involved in the implementation of the synthesis approach. Teachers became more intentional in vocabulary development, explicit strategy instruction, and the asking of open-ended questions. Students were able to use strategies flexibly and engage in high-level discussions about complex texts. Small-group discussions were initiated, but it was difficult for primary students to lead and sustain productive discussions that enhanced meaning-making.

The research described in this article was supported by Grant CDFA 84. 305G from the U.S. Department of Education, Institute of Education Sciences. The views expressed herein are the author's and have not been cleared by the grantors.

Notes

Note. Values represent the percentage of children from each class with test results in each category. At risk denotes children that DIBELS denoted “at risk” or “at some risk.” DIBELS = Dynamic Indicators of Basic Early Literacy Skills.