Date

February 2006

Document Type

Article

Chair

Azalia S. Moore, Ed.D.

Primary Subject Area

Education, Reading

Keywords

reading,critical thinking,neurocognitive research

Abstract

According to the U.S. Department of Education, middle school literacy research in four areas is currently mandated: neurocognitive elements, instructional processes, instructional materials, and professional development. This study presents appropriate statistical analysis of fifth grade student gains in reading comprehension and thinking processes. The results suggest reading programs based on findings from the four key areas of research produce significantly greater student achievement in reading comprehension and thought processes than programs not based on findings from the key research areas. The study includes a Research-Based Rubric for Reading Comprehension Components, detailing findings from the four research areas. This rubric serves as a tool in comparing middle school reading programs with research findings.

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