The Effectiveness of the Landmarking Strategy on Third Graders' Literal Comprehension Scores

Abstract

In this study three third grade students self-selected and recorded important landmark words from a text for the purpose of determining whether this strategy would increase their literal reading comprehension. The Accelerated Reader software program was used to select participants and to collect baseline and treatment data. Students were introduced to the strategy with a discussion and instruction began with the teacher modeling the strategy. Over the course of five-weeks, students read and recorded landmark words from the text they were reading. After reading, the students reflected on the words they recorded before taking an Accelerated Reader quiz. Results indicated that these three students' literal comprehension did increase. The results suggest that the landmarking strategy may be a successful tool for helping poor comprehenders monitor their reading comprehension during independent and guided reading.