Combining comprehension instruction with instruction in various other components of reading may lead to increased reading comprehension achievement.

Studies: Curtis & Longo, 1997; **Gretes & Green, 1994; **Gold & Horn, 1982 and Gold & Johnson, 1982

Research Summary: One multiple-components strategy described in the research was found to be effective with beginning adult readers, those scoring below GE 5 on measures of reading comprehension (the study is reported in Gold & Horn, 1982 and Gold & Johnson, 1982). The approach includes many elements, and any one or combination of elements could be responsible for the increase in reading comprehension found. Five elements used in this approach include (1) one-to-one instruction by (2) trained tutors that includes (3) Directed Listening (the instructor reads a text aloud and students answer questions and discuss the passage), followed by (4) the generation of student texts based on the previous discussions, using a Language Experience Approach (students dictate to the instructor, who produces the texts), followed by (5) basic reading skills instruction using the student-generated texts, including whole-word phonics, a multi-sensory approach to word recognition, and reading comprehension instruction. The authors stress the use of listening comprehension instruction followed by basic skills instruction using texts in the content area of interest to adults.

A newer, computer-based program for teaching reading comprehension uses a multiple-components approach that includes comprehension strategy instruction along with vocabulary instruction and word recognition or fluency practice (Gretes & Green, 1994). The intermediate ABE readers who used this program during an experimental study, community college students reading at around the GE 6 level, increased their reading achievement. This self-paced program includes the following elements:

• Direct instruction and practice in several specific comprehension strategies
  • scanning a text for information
  • making inferences from information in a text
  • organizing information
  • summarizing information
  • answering questions about a text
• Direct vocabulary instruction
• Fluency and word recognition practice
  • Before beginning comprehension instruction, students may listen to instructional texts while reading along by controlling a digitized voice (a natural sounding computer-controlled voice)
  • They may study individual words in the passage by having the computer present and read pronunciations and definitions of key words

Results from a non-experimental study suggest that another multiple-components strategy may lead to increased reading comprehension achievement in a special program for out-of-school adolescents. In this program, developmental strengths and weaknesses in each component of reading are diagnosed in order to focus instruction appropriately (Curtis & Longo, 1997).