DEVELOPING CONTENT KNOWLEDGE IN STRUGGLING READERS: Differential Effects of Strategy Instruction for Younger and Older Elementary Students

This study compared the effects of 2 strategy-based comprehension treatments intended to promote vocabulary and content knowledge for elementary students at risk for developing reading difficulties (N = 105) with a traditional content approach. The study examined the effectiveness of strategy versus nonstrategy instruction on reading comprehension, vocabulary, and knowledge acquisition. In addition, the study considered the trade-offs between using a program focused on building vocabulary and a program focused on building content knowledge through strategy-based dialogue. Hierarchical linear modeling analyses revealed that the vocabulary strategy instruction produced higher vocabulary acquisition than the other conditions for younger students. However, traditional content instruction was more effective for older students. The findings suggest that practitioners should focus heavily on vocabulary when using expository texts with young children. Based on our results, we suggest blending the best of content and strategy instruction to optimize comprehension instruction in the classroom.