Using the TELLS prereading procedure to enhance comprehension levels and rates in secondary students

Abstract

A multiple-baseline design was used to evaluate the effects of the Title, Examine, Look, Look, and Setting (TELLS) prereading procedure on reading comprehension in 3, ninth-grade students with reading skills deficits. Results suggest that the TELLS procedure enhanced both comprehension levels and rates across all three students. These comprehension skills, however, did not appear to generalize across passages, suggesting that TELLS may be an effective, but not a particularly efficient prereading strategy. Additional studies are needed to determine if the TELLS procedure can cause meaningful increases in generalizable reading comprehension skills. Discussion focuses on applied and theoretical implications and directions for future researchers. C 2010 Wiley Periodicals, Inc.

Variance in Broad Reading Accounted for by Measures of Reading Speed Embedded Within Maze and Comprehension Rate Measures

“…Hale et al (2011) also found a strong correlation between median aloud C-rate scores and BRC scores with sixth-, seventh-, and eighth-grade samples ( r = .723). Researchers using group and within-student repeated-measures designs demonstrated that aloud C-rate was sensitive and stable enough to evaluate treatments and detect differential treatment effects (Freeland et al, 2000; Hale et al, 2005; McDaniel et al, 2001; Ridge & Skinner, 2011; Skinner, Robinson, Adamson, Atchison, & Woodward, 1998).…”