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

Product Description	This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction—teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning—for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach struggling readers.
Authors	REL Central at McREL
Key Ideas	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.
How to Get this Product	Research Brief: (From REL Central at McREL) View/Download the PDF Full Report: (From IES.ed.gov) Access the full report
APA Citation	REL Central at McREL. (2007). Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read. Denver, CO: Author.
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